CHAPTER II REVIEW OF RELATED LITERATURE
B. The Concept of Monologue Performance
Bradeford (2017) state that a monologue is a speech that one character delivers aloud to express his or her inner thoughts. Monologue is most frequently found in drama, though can be found in movies and poems as well. Characters generally present their monologue either to another character or to the audience in the understanding that other characters are able to hear them.Monologues are also distinct from apostrophes, in which
the speaker or writer addresses an imaginary person, inanimate object, or idea.
Meanwhile Brown (2001:250) provide types of classroom speaking performance, they are:
a. Imitative
Imitative is type of speaking performance which the students imitate a word, phrase, or sentence. In imitative, pronunciation and repetition of words, phrases or sentence are thing that are very interested. We have been paying more attention for it to help the learners be more comprehensible. The purpose of imitative is focus on some particular element of language form without the effort to understand the meaning.
b. Intensive
Intensive type is speaking types which require the students to produce stretches of language. Intensive speaking include to any speaking performance that is designed to practice some phonological or grammatical aspect of language.
c. Responsive
Responsive speaking involves brief interaction with someone as interlocutor. The examples of responsive speaking are short conversation, simple requests and comments, greeting in which involve limited utterance. In responsive, the teacher realizes the students‟ ability to participate with another people around them.
d. Transactional (dialogue)
Transactional dialogue has the purpose to exchange or to convey specific information.
e. Interpersonal (dialogue)
Interpersonal dialogue carried out more for the purpose to maintain social relationships than the transmission of facts and information.
f. Extensive (monologue)
Extensive speaking involves complex stretches of discourse. In extensive speaking, the interaction is limited, so this speaking called monologue speaking. It is because the listener cannot response the speaker‟s utterances directly. The examples of extensive speaking are presentation, storytelling, speech, etc.
From the explanation above, the researcher choose extensive performance that suitable with monologue and it is accordance with this research that using monologues performance in improving students speaking ability.
2. Types of Monologue Performance
Bradeford (2017) divided types of monologue performance into three they are:
a. Internal Monologue
In internal monologue, a character externalizes his thoughts, so that the audience can experience his internal thoughts. This types of monologue often found in plays, novels and movie. This technique is
also called a “stream of consciousness”. Internal monologue can be classified into two categories: direct and indirect. In a direct interior monologue, an author does not show his presence, and directly reveals his character. In an indirect interior monologue, an author appears as commentator, guide, presenter, and selector.
b. Dramatic Monologue
In this type of monologue, a character speaks to the silent listener. This type has theatrical qualities, hence it is known as dramatic monologue and it is frequently used in poetry.
c. Soliloquy Monologue
Soliloquy monologue is a speech that a character gives to himself as if no one else is listening. Basically, a soliloquy captures a character talking to himself at length out loud. The audience (sometimes other character) can hear the speech, but the person talking to himself is unaware of others listening. This type often use in comedy and this type is the most fundamental dramatic devices used by shake spare in his drama.
3. The concept of teaching Monologue Performance in Speaking
Freeman and Richard (1978: 34) state that there are certain basic techniques in applying Monologue performance in a speaking classroom:
a) Preparing
Teacher prepare the students about what the material they will listen and what the target will achieve and the procedure of monologue performance
b) Select the story and determine the character
Students will choose the story and make a script of monologue performance. The students will be directed to choose story that they like. After select the story, the students should determine the character that they want to play.
c) Reading and Make script
Before the Students produce a script based on the story by their own words, they should read the story first.
d) Analysis and correction
There are various ways of dealing with this stage, which the students can present their text, or compare their version with the original.
e) Break down the monologue
Monologues can be intimidating because they are a huge chunk of text on a page. Students should break them down into smaller chunks that can help the students memorize the lines and really understand what the character says or feels. Then read through the monologue and separate it into sections or “beats.”
f) Memorization
Memorizing lines is just the tip of the iceberg. It is even better to get the lines memorized accurately as quickly as possible. This will help alleviate stress when the students go to perform. The student be able to focus on the character and movements instead of struggling to remember the next word.There are lots of ways to memorize monologues – try reading it out loud, recording the voice and listening to it, typing it out, or handwriting it.
g) Recording
As part of the rehearsal process, use a smartphone or digital camera to record the performing. Then watch the recording while taking notes on the performance. Next is see first-hand exactly what are doing well, and what can improve on. Write down what the students did well and what the students can improve on.
h) Perform
After all the steps above done, the next is performing the monologue.