CHAPTER II LITERATURE REVIEW LITERATURE REVIEW
B. Theoretical Framework
3. The Elements of Speaking
Speaking is a complex skill requiring the simultaneous use of a number of different abilities, which often develop at the different rates.
There are five components are generally recognized in analyzing the speech process.26
a. Pronunciation
As stated by Harmer, if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak inconnected speech.27 The speaker must be able to articulate the words,and create the physical sounds that carry meaning. At the level of word pronunciation, second language learners regularly have problems distinguishing between sounds in the new language that do not exist in languages they already know.
b. Grammar
It is obvious that in order be able to speak foreign language, itis necessary to know a certain amount of grammar and vocabulary.28 Grammar is the sounds and the sound patterns, the basic units of
26 Harmer, J. (2001). Practice of English Language Teaching. Edinburgh Gate: Longman
27 Jeremy Harmer, The Practice of English Language Teaching: Fourth Edition, (Harlow:Pearson Education Limited, 2007),.343.
28 Martin Bygate, Language Teaching: A scheme for Teacher Education; Speaking,(Oxford:
Oxford University Press, 1997), .3.
meaning, such as words, and the rules to combine them to form new sentences.29 Therefore, grammar is very important in speaking because if the speaker does not mastering grammar structure, he cannot speak English well.
The word grammar has several meanings and there is no universally accepted definition on it. As stated by Celce Murcia and Larsen Freeman, Grammar is a way that accounts the structure of the target language and its communicative use30. we will need to take into consideration how grammar operates at three levels; the subsential or morphological level, the sentential or syntactic level, and the suprasential or discourse level.
According to James D. Williams, Grammar is the formal study of the structure of a language and describes how words fit together in meaningful constructions.31 It is a central part of language which relates sound and meaning. The meaning has to be converted into words and put together to grammatical rules‖. Although the descriptions of grammar mentioned above are different, the goal is basically equal that
―grammar is a description of how elements of a language are systematically combined‖.
c. Vocabulary
29 Victoria Fromkin and Robert Rodman, An Introduction to Language, (New York:Harcourt Brace College Publishers, 1998), 14
30 Celce-Murcia, and Diane L, F. 1983. The Grammar Book: an ESL/EFL Teacher‘sGuide.
(Newburry: Heinle & Heinle Publishers,1999),2
31 James. D William, The Teacher’s Grammar Book. (New Jersey: LawrenceErlbaum Associates, Publishers,2005)
Building the vocabulary is important for a person who is learning a language. We demand to know vocabulary when we want to communicate and express our ideas. Without knowing vocabulary, we cannot use the language either orally or written and we will not understand what other people are meant. Vocabulary is total number of words in a language.32 Vocabulary also defines as all the words that a person knows or uses in a particular language.33 In addition, vocabulary refers to a list or a set of words for a particular language or a list of words that individual speakers of a language might use.34 It means that vocabulary take part of language and it is spoken by speakers of language.
Vocabulary is basic to comunication. I acquires do not recognize the meanings of the key words used by those who adress them, they will be unable to participate in the conversation.35Vocabulary is a language area that needs continued growth and development for native and non-native speakers. In the second language context, although it is very easy to use the method for vocabulary instruction, recognize vocabulary as an area of improving importance, one which merits systematic attention in classroom.
32 Martin H. Manser, Oxford Learner’s Pocket Dictionary (Oxford: Oxford University Press, 1995), 465.
33 Hornby, Oxford Advanced Learner:Dictionary of Current English (New York: Oxford University Press, 1986), 15.
34 Hatch and Brown, Vocabulary, Semantic, and Language Education (New York: Cambridge University Press, 1995), 1.
35Stephen and Tracy, The Natural Approach: Language Acquisition in the Classroom (San Fransisco: Alemany Press, 1983),155
Vocabulary is all the words in a language that a person knows or uses in learning a foreign language. Vocabulary is an area which so important in learning foreign language and it deserves praise attention in classroom. A curriculum with a comprehensive vocabulary component should include opportunities for explicit learning as well as implicit learning. Students need to develop independent learning strategies that will allow them to expand their vocabularies both in and out of the classroom. Without a commitment to vocabulary instruction, the English for Specific Learners students will find themselves at a
―loss for words,‖ and it makes them unable to function sufficient in the second language contexts.
The student knowledge and educational expectations must determine which techniques are can use when they are needed, and to know what extent they are needed to use. If these constrain prevent a simple guideline for applying vocabulary learning techniques, which is perhaps as it should be. Teaching is an art, and vocabulary instruction would appear in teaching and learning foreign language. As we know, vocabulary is a basic element in language. Vocabulary is single words, set phrases, variable phrases, phrasal verbs, and idioms.36 It is clear that limited vocabulary mastery makes conversation virtually impossible.
d. Fluency
36 Keith S. Folse, Vocabulary Myths: Applying Second Language Research to ClassroomTeaching, (Michigan: University of Michigan, 2004), p.2
In simple terms, fluency is the ability to talk freely without too much stopping or hesitating.37 Meanwhile, according to Gower ,fluency can be thought of as ‗the ability to keep going when speaking spontaneously‘.38 When speaking fluently students should be able to get the message across with whatever resources and abilities they have got, regardless of grammatical and other mistakes.
e. Comprehension
The last speaking element is comprehension. Comprehension is discussed by both speakers because comprehension can make people getting the information they want. Comprehension is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what a situation is really like.39
For oral communication certainly requires a subject to respond to speech as well as to initiate it. The five factors of speaking skill above have important role in speaking. By mastering all the factors, people can produce good speech.