CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, writer will discusses about previous study,whole class, interactive teaching, whole class interactive teaching and speaking fluency.
A. Previous Study
There are many related theses belong to this research.
The first, Kouicem khadidja is thesis entitled “the effect of classroom interaction on developing the learner’s speaking skill” said the result is The idea
that interaction could and should take place in the classroom became more and more popular especially in second or foreign language classroom.1
The second, Ambar wahyuni in title “The Effectiveness of Using Direct Method To Improve Students’ Speaking Ability” the result of research showed
that the students involved activity in teaching learning process, they were more encourage and confident to speak in English than before.2
The third, Z. Al-Shammari in title “the effectiveness of direct instruction in teaching English subject in elementary public education school in Kuwait : a research case study” said This .study has shown beyond doubt that direct instruction is a very effective approach in teaching English as a foreign language.3
1 kouicem khadidja, the effect of classroom interaction on developing the learner’s speaking skill,
People‟S Democratic Republic Of Algeria MENTOURI university-constantine. (http://bu.umc.edu.dz/theses/anglais/kou1159.pdf online, 3 november 2015)
2
Ambar Wahyuni, The Effectiveness of Using Direct Method To Improve Students’ SpeakingAbility,salatiga,2013,.p.8.Online(http://perpus.iainsalatiga.ac.id/docfiles/fulltext/5023f8 69e8178bab.pdf)
3
The fourth, Mohammad Aliakbari, in tittle “The Role Of Classroom
Interaction On Improvement of Speaking Among Iranian Efl Learners”. Said The results revealed that classroom interaction can be considered as a way of improving the learners’ speaking ability.4
Based on the previous study above were some research used qualitative by kouicem discussed about effect of english classroom interaction learner speaking meanwhile quantitative data by Al-Shammari in elementary school discussed about direct instruction in teaching english. Mohammad Aliakbari discuss about role of classroom interaction on improvement speaking fluently. The result of the research is effective. This research different from previous study. writer used quantitative data and writer cluster whole class and interactive teaching became whole class interactive teaching method in teaching speaking skill. Writer want to know the effect of method in speaking skill students SMPN 1 Dusun Hilir. This research and previous study was different.
B. Whole Class
1. Definition of Whole Class
science and technology, university park pennisylvania 16802 USA.( Http://Www.Academia.Edu/8920435 online: 3-desember 2015)
4
According to arends in book Jamil Suprihatiningrum said direct instruction/whole-class aims at accomplishing two major learner outcomes, mastery of well-structured academic content and acquisition of all kinds of skill.5
Whole class teaching is known as direct instruction, which is also known as active learning (whole-class teaching), refers to the style of teaching where teachers are actively involved in carrying the lesson content to the students with teaches directly to the entire class.6
2. Procedure of Whole Class
There some procedure of whole class. Directing it is teacher share goals with the whole class teaching, ensuring that all students know what to do, and attract students to the points that require special attention, Instructing: providing information and structuring well, Demonstrating it means show, describe, and make models of lesson given, Questioning and discussing it means students ask some question to teacher and discuss with among students, consolidating: it is maximizing opportunities to strengthen and develop what has been taught through a variety of activities in class and through focused tasks well to be done at home, , Evaluating pupils' respons it is teacher identifying various errors of the result of task students, Summarizing it means teacher summarize all that has been explained and practiced.7
3. Advantages of whole-class
5
Jamil Suprihatiningrum, Strategy Pemebelajaran, Yogyakarta: Ar-Ruzz media, p. 229
6
Daniel Muijs and David Ronald, Effective Teaching,.., p. 41.
7
Every strategic that applied in process learning and teaching has advantages and disadvantages. It is also happens in whole class strategic. Whole class has much strength. They are, Teachers can control the content of the material and order and business information received by the students, so as to maintain the focus on what should be achieved by students, Can be applied effectively in large and small classes, It is the most effective way to teach concepts and skills are explicit to students who are underachieving, Stresses listening activities through (lectures) that helps match students learn these ways., The learning model of direct instruction/whole class (especially demonstration activities) can provide a challenge to consider the gap between theory (it is supposed) and observation (reality of the matter), Students who are not able to drive themselves can still perform when the direct learning model used effectively.8
2. Disadvantages of whole-class
Although whole class has many advantages in learning process, it has many disadvantages too. The disadvantages are stated as below, It is difficult to overcome the differences in terms of ability, knowledge of the beginning, the beginning level of learning and understanding, learning styles, or interest students, Because students have little opportunity to look actively, it is difficult for students to develop social and interpersonal their skill, Because teachers play a central role, the success of this learning strategy relies on the image of teachers. If the teacher
8
does not seem ready, knowledge, confidence, enthusiasm, and structured, students can become bored, distracted, and their learning will be hampered.9
C. Interactive Teaching
1. Definition of Interactive Teaching
Strategy interactive learning refers to the form of discussion and sharing among learners. Seaman and Fellenz explains that "the discussion and sharing provide learners with opportunities to reach to the ideas, experiences, insights, and knowledge of the teacher or of peer learners and to generate alternative ways of thinking and feelings" discussion and sharing will provides the opportunity for students to react to ideas, experiences, and knowledge of the teacher or group, as well as trying to find alternatives in thinking. "Strategy developed interactive learning” in a range of grouping and interactive methods, in which there exist forms of class discussion, small group discussion or work assignments in groups, and students work together in pairs (whole class).
2. Procedures of Interactive Teaching
There are some procedures of interactive teaching below, Preparation it means in the early stages of learning interactive activities is that the preparation of teachers and students seeking background topics that will be discussed in the learning activities, before view it means in the early stages of knowledge, teachers multiply knowledge beginning students know the things that have been known to the students about the topic to be studied, exploratory it activities undertaken in this third stage is featuring activities for curious students, children
9
question it is time for students ask about lesso 10, Investigation it means make interaction between students and teachers, students with students, students with media with students with the tools., After View it means teacher show of final knowledge, the students read the results, reflection step of students activities to think about what had happened or have just learned.11
3. Advantages of interactive teaching.
Excess interactive learning as expressed by suprayekti is that students learn to ask questions, try to formulate questions, and try to find answers to their own questions by doing observation, in that way, learners become critical and active learning. Meanwhile, according to the Nurhasanah Renny excess interactive teaching are, Students are given more opportunities to engage curiosity on the object to be studied, Train the students express curiosity through the questions posed by the teacher, Provide the means to play for students through exploration and investigation, The teacher as facilitator, motivator, and active learning designer, placing students as subjects learning experience, The learning outcomes more meaningful.12
4. Disadvantages of Interactive Teaching
Relies heavily on the skills of teachers in preparing and developing group dynamics.13At the same time, because the students’ thinking depth and breadth are unbridled, they may feel frustrated when the teacher gives a partial summary on the teaching content. Therefore, teachers should pay special attention to giving
10
Ibid,. p.89
11
Ibid., p. 88
12
Ibid.,p. 91
13
students a proper encouragement, and avoid affecting students’ learning initiative
and enthusiasm.14
D. Whole Class Interactive Teaching
1. Procedures of Whole Class Interactive Teaching
There some procedure of whole class interactive teaching. This procedure combined from whole class strategy and interactive teaching strategy procedure. There are : Directing is teacher share of topic ensuring that all students know what to do, and attract students to the points that require special attention.15 Before view is teachers multiply knowledge beginning students know the things that have been known to the students about the topic to be studied.16 Exploratory is teacher ask students for build curious students with the interest question.17, Demonstrating is teacher show, describe topic and make group between students.18, Explaining and illustratingit is teacher ot give accurate explanations with an appropriate level of speed, and refer to previous work, Questioning and discussing it means teacher ask in a way that fits with the direction and speed of learning and ensure that all students take part (if necessary, supported by equipment or communication aids), Investigation it means teacher will be interaction between students and teachers, students with students, students with media with students with the
14
CHENG Shujia and YU Chunrong, Application of Interactive Teaching in Teaching Microeconomics: A Case Study of Teaching the Short-Term Cost Theory,2014 (ONLINE www.cscanada.net/index.php/hess, on line 29 april 2015).
15
Daniel Muijs & David Reynolds, Effective teaching,. P. 59
16
Abdul Majid, M.Pd, strategy Pembelajaran,. P. 89
17
Ibid,. p. 89
18
tools. 19 , Consolidating it means teacher maximizing opportunities to strengthen and develop what has been taught through a variety of activities in class and through focused tasks well to be done at home, ask the students with a partner or as a group for reflection or discussing a process, providing an opportunity for them to expand the ideas and reasoning, or to compare then perfected a method or way that they use to record the results of their work, ask them to think of different ways to approach a problem, ask them to generalize or give examples suitable for become general statement.20,Evaluating pupils' response it means teacher identifying various errors, using them as points of positive teaching by talking about the mistakes and all the misconceptions that can lead to the occurrence of errors, the students discuss the justification of the methods or resources they select and gave the feedback.21, Reflection it means students activities to think about what had happened or have just learned. The point is to think back on anything that has been learned or have just learned.22, Summarizingit means teacher summarize all that has been explained and practiced.23
2. The advantages of Whole Class Interactive Teaching
The advantages of whole class interactive teaching it is combine between whole class and interactive teaching advantages. There are: Teachers can control the content of the material and order and business information received by the students, so as to maintain the focus on what should be achieved by students, Can
19
Abdul Majid,M.Pd, srtategy pembelajaran,.p. 90
20
Daniel Muijs & David Reynolds, effective teaching,. P.60
21
Ibid. p.60
22
Abdul Majid, M.Pd, strategy pembelajaran,. P. 90
23
be applied effectively in large and small classes, It is the most effective way to teach concepts and skills are explicit to students who are underachieving, Stresses listening activities through (lectures) that helps trouble of students learn these ways, The learning model of direct instruction (especially demonstration activities) can provide a challenge to consider the gap between theory (it is supposed) and observation (reality of the matter), Students who are not able to drive themselves can still perform when the direct learning model used effectively.24, Students are given more opportunities to engage curiosity on the object to be studied, Train the students express curiosity through the questions posed by the teacher, Provide the means to play for students through exploration and investigation, The teacher as facilitator, motivator, and active learning designer, placing students as subjects learning experience ,The learning outcomes more meaningfu.l25
3. Disadvantages of Whole Class Interactive Teaching
There some advantages of whole class interactive teaching, it is combine with advantages whole class strategy and advantages interactive teaching strategy. It is difficult to overcome the differences in terms of ability, knowledge of the beginning, the beginning level of learning and understanding, learning styles, or interest students, Because students have little opportunity to look actively, it is difficult for students to develop social and interpersonal their skill, Because teachers play a central role, the success of this learning strategy relies on the image of teachers. If the teacher does not seem ready, knowledge, confidence,
24
Ibid .,p.59
25
enthusiasm, and structured, students can become bored, distracted, and their learning will be hampered.26, Relies heavily on the skills of teachers in preparing and developing group dynamics.27 At the same time, because the students’ thinking depth and breadth are unbridled, they may feel frustrated when the teacher gives a partial summary on the teaching content. Therefore, teachers should pay special attention to giving students a proper encouragement, and avoid affecting students’ learning initiative and enthusiasm.28
E. Speaking
1. Nature of speaking
Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are depending on the context in which it occurs, including the participants themselves, their experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary ("linguistic competence"), but also that they understand when, why, and in what ways to produce language ("sociolinguistic competence") .29
26
Ibid., p 61
27
Ibid., p. 92
28
CHENG Shujia and YU Chunrong, Application of Interactive Teaching in TeachingMicroeconomics: A Case Study of Teaching the Short-Term Cost Theory,2014 (ONLINE www.cscanada.net/index.php/hess, on line 29 april 2015).
29
Emma Rosana Febriyanti, teaching speaking of english as a foreign language: problems and solutions, Universitas Lambung mangkurat, banjarmasi,. (online 22 may 2016.
2. Definition of speaking fluency
Brumfit said considered fluency as natural language use like the native speakers. That the ability one speaks fluently can sustain the speaker to produce continuous speech and meaning without comprehension difficulties for the listener. Richards et al. said argued the strand of fluency is a measurement of one’s communicative proficiency level. As a result, it is obvious that the speaking
fluency is an important component of the communication competence. Hedge said eventually put the fluency development into the criteria list of communicative competence for being a successful English speaker. Based on Fillmore’s said definition of speaking fluency: a) the ability to talk at length with few pauses; b) be able to produce sentences coherently, reasoned and semantically; c) have appropriate expressions in a wide range of contexts; d) language use should be creative and imaginative. Hedge said further stated that speaking fluency is in line with: 1) the coherent response within the turns of communication; 2) appropriate use of linking different devices; 3) intelligible pronunciation and proper intonation.30
3. Micro and macro skill of speaking
Oral production in speaking has various components that make up some criteria for assessment. Brown classified it into micro and macro skill of speaking.31 The micro skill refer to producing the smaller chunks of language each such as phonemes, morphemes, words, collocation, and phrasal units. And
30
Yingjie I. J. Yang, The Implementation of Speaking Fluency in Communicative Language Teaching: An Observation of Adopting the 4/3/2 Activity in High Schools in China, International Journal of English Language Education ISSN 2325-0887 2014, Vol. 2, No. 1
31
Macro skill imply the speaker’s focus on the larger elements; fluency, discourse,
function, style, cohesion, nonverbal communication, and strategic options. The micro and macro skill total roughly 16 different objectives to asses in speaking. Micro and macro skills of oral production.
Micro-skil there are Produce differences among english phonemenes and allophonic variants, Produce chunks of language of different length, Produce english stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours, Produce adequate number of lexical units (words) to accomplish pragmatic, Produce fluent speech at different rates of delivery, Monitor one’s own oral production and use various strategic devices
-pauses, fillers, self-correction, backtracking to enhance the clarify of the message, Express a particular meaning in different grammatical forms, Use cohesive devices in spoken discourse, Use grammatical word classes (noun,verb,etc) system (e.g tense, agreement, pluralization), word order, patterns, rules, and elliptical forms, Produce speech in natural constituents: in approach phrases, pauses groups, breathe groups, and sentences constituents.
kinesics, body language, and other nonverbal cues along with verbal language, Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words.32
In this study writer focused on micro speaking which refers to producing reduced forms of word and phrases and using grammatical word classes (noun, verb, etc) system (e.g tense, agreement, pluralization), patterns, rules, and elliptical forms.
4. Speaking Difficulties in Foreign Language Learning
Practicing the speaking skill of the foreign language is not as knowing about this language. Echevarria et al. support that the difference between the knowledge of how things must be done and the ability to do these things is crucial in the learning process. Learners often find some difficulties when practicing the speaking skill, even those who know about the system of the foreign language. Parrott asserts that teachers must perform a series of tasks that aim at providing learners with the confidence and the skills required to take advantages of the classroom opportunities in order to speak English effectively. According to Ur there are four main problems in getting students speak in the foreign language in the classroom.
a. Inhibition
This problem reveals more when learners try to participate in the classroom but many factors stop them to do so. Little wood argues that “it is too easy for a foreign language classroom to create inhibition and
32
anxiety.” Such factors refer to the feeling of shyness and fear of making
mistakes and these are due to the ill development of communicative skills and the feeling of linguistic inferiority. Students fear to make mistakes especially if they will speak to critical audience. Ur states that “Learners are often inhibited about trying to say things in a foreign language
in the classroom. Worried about, making mistakes, fearful of criticism or loosing face, or simply shy of the attention that their speech attracts.”Bowman et al who argue that in teaching speaking you are asking
your learners to express themselves in front of the whole class, so this leads many of them to experience the stress when doing speaking activities support this view also. To end, stress and anxiety are two factors that also can stop the students from speaking confidently in front of their classmates. b. Nothing to Say
The common expressions SL Learners use when they are imposed to participate in a given topic is “I have nothing to talk about”, “I don’t know”, “no comment” or they keep silent. These expressions are due to the lack
of motivation in expressing themselves or the chosen topic they should discuss or talk about. Rivers says that “The teacher may have chosen a
topic which is uncongenial to him [the learner]or about which he knows very little, and as a result he has nothing to express, whether in the native language or the foreign language.”Moreover, the poor practice of the SL
anything in the target language. The learners may have only some ideas to talk about; they may not know how to use some vocabulary or they are not sure of the grammatical correctness. Also, students could not carry out the discussion on topics that are not interesting for them.
c. Low Uneven Participation
This problem refers to the amount of each student’s time of talking.
Rivers claims that some personality factors can affect participation in a FL and teachers then should recognize them. Some students tend to be dominant and take almost the whole students‟ talk time. However, others
prefer to speak only if they ensure that what they will say is correct, and some others keep silent, show no interest or participation all along the course. Harmer suggests streaming weak participators in groups and letting them work together. In such cases they will not hide behind the strong participators, and the teacher can achieve a high level of participation. Another factor that can create problem of participation is the classroom arrangement that may not help students to perform some speaking activities. Bowman et al support the idea by saying that “traditional classroom seating arrangements often work against you in your interactive teaching.”Low participation is due to the ignorance of teacher’s motivation too. If the
d. Mother Tongue Use
SL students of the same mother tongue tend to use it outside and even inside the classroom because they feel more comfortable and less exposed to the target language. According to Baker and Westrup “barriers to learning
can occur if students knowingly or unknowingly transfer the cultural rules from their mother tongue to a foreign language .” Therefore, the learners will
not be able to use the foreign language correctly if they keep on influenced by the use of their mother tongue. Lack of the vocabulary of the target language usually leads learners to borrow words from their native language.33
5. The roles of teacher in speaking class
Three have particular relevance if teacher are trying to get students to speak fluency:34
a. Students sometime get lost, cannot think of what to say next, or in some other way lose the fluency teacher expect of them. However, teacher may be able to help them and the activities to progress by offering discrete suggestion. If this can 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 “deed end” of language or ideas.
b. Participant ,Teacher should be good animators when asking students to produce language. Sometimes this can be achieved by setting up an activity clearly and enthusiasm. At the other times, however teacher may
33
Kouicem Khadidja…P. 36
34 J. Michael O’ Mallay and Lorraine Valdez Piece,
want to participate in discussion or role-play himself or herself. That way they can prompt covertly, introduce new information to help the activity along, ensure continuing students engagement, and generally maintain a creative atmosphere.
c. Feedback provider ,The vexed question of when and how to give feedback in speaking activities is answer by considering carefully the effect of possible differences approaches. When students are in the middle of a speaking activity, over-coorrection may inhibit them and take the communicative out of the activity. On the other hand, helpful and gentle correction may get students out of difficult misunderstanding and hesitations. Everything depends upon our tact and the appropriacy of the feedback teacher give in particulars situation.
6. Assessment of speaking
Below is activity of speaking assessment :
a. Perform the dialogue with your friend in front of the class
Create the dialogue about greeting below and choice the situation you greet with your friends or family below!
a) In the party b) In the market c) In the house d) In the office e) At street
Examples : the situation in the office A: Hi…
B: Hello..
A : My name is Lisa, and you? B: I am Yuni. Are new worker here? A:…..
Before begin the activity, writer tried explain the task and roles of speaking. Writer gave time for the conversation
Scoring rubric of speaking :35
Table 2.1
Scoring Rubric of Speaking
No Aspect Criteria Score
1
Leksikogramatika
1. Grammar and vocabulary appropriate 4
2. Grammar and vocabulary sometimes
less precise and does not affect the
meaning
3
3. Grammar and vocabulary are less
precise and affect meaning 2
4. Grammar and vocabulary elusive 1
5. Silent 0
Systematic
1. Conduct and to respond with
appropriate speech acts in spoken
language
4
2. Conduct and respond to speech acts in
spoken language where there is
sometimes a misunderstanding
3
3. Often there was an error in conducting
and responding to speech acts 2
4. Not being able to perform and respond
to simple speech act 1
5. Producing words are not in the form of
text 0
Pronunciation and
Intonation
1. Very clear and approach native
speaker 4
2. It is clear though accented mother
tongue 3
35
3. Less obvious and affect meaning 2
4. It is not a clear and eliminates most
meaning 1
5. It is not clear and not meaningful 0
Interactive
Communicative
1. Confident and smooth in taking a turn
to speak and be able to correct
yourself if you make a mistake
4
2. Confident though there was repetition
and doubt 3
3. More than initiative responds 2
4. It is difficult to talk despite being
lured 1
5. Not being able to respond and take the
initiative 0
