CHAPTER II THEORETICAL RIVIEW
2. The Concept of Speaking Performance
e) Combine between sentences is not suitable.
The entire problem is a problem customary, when students can understand other speaking, means that we have a good vocabulary, but student is not usual to apply in active for them which have passive English performance, must to try maximize what they have while learn idiom or word. The method is to study or used method and applying. It also can minimize with many ways one of the way is develop spontaneity in speaking the more effective way to speak in English are how to focus on the word or idiom used in sentence, not mastery words. It can conclude that to speak in English is mastery the idiom that was structure and suitable with necessary.
Teaching speaking is a very important part of second language learning. It is a need interaction in the classroom, between to modes of performance applies especially strongly to conversation. This means that in teaching speaking the students‟
partner to conversation.
2. The Concept of Speaking Performance
observable, and only through performance the competence can be developed, maintained, and evaluated.
Kasihani states that speaking performance means able to communicate use the English patterns based on the situation when the people need to utterance their thoughts, feels, and ideas.9
From explanation above, the researcher concludes that speaking performance is one of product language competence to communicative in a second language to success of learner in the school and daily life.
b. The Component of Speaking Performance 1) Sound
According Soejono, a sound is said to have a set of distinctive features. It can be produce in the front part or the back part or the back part of the mouth. Sound can be categories into various groups depending on the criteria we used. A sound can also be made with the tongue. High or low in the mouth. The sound as in beat it made the tongue very high, while as in bat is very low. In speaking sounds plays a very important role, on the other word sounds is the melodic rise and fall of pitches that a human uses to express his meaning of feeling through language.
9 Kasihani K.E. Suyanto, English For Young Learners, (Jakarta: Bumi Aksara, 2010), p.58
2) Vocabulary
Vocabulary is one of language aspect that should be learned when we learn foreign language. Because vocabulary is impossible we can master a language. Learning vocabulary doesn‟t mean that we only memorize of the words but their meaning and how they are constructed and use it in daily activities. Vocabulary is a list or collection words arrange, in alphabetical order and explained a dictionary or lexicon, either of a whole language, a single word author branch of science or the like, a work book.
3) Grammar
Douglas Brown stated that grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence.10 Structure mastery is asserted through diagram my practice work book exercise, and revision assignment.
Structure study while comprehensive focuses on revision and application of grammatical structures within assigned composition. English structure is traditionally described in terms of eight parts of speech: nouns, pronouns, adjectives, verbs, adverbs, preposition, conjunctions, and interjections. In speaking, structure is one of component in English speaking, because a good speaker
10 H.Douglas Brown, Teaching By Principles: An interactive Approach to Language Pedagogy, (New York: Longman, 2001) Second Edition, p.362
must mastery English structure correctly and it hoped can give understanding to the listener.
c. Types of Classroom Speaking Performance
In relation with classroom activity, H.D Brown suggests a possible solution for activity applied in teaching speaking. Here are the types of classroom speaking performance: 11
1. Imitative
In this type of speaking performance is the ability to imitate a word or phrase or possibly a sentence.
2. Intensive
Intensive oral production tasks include speeches, oral presentations, and storry telling, during which the opportunity for oral interaction from listeners is either highly limited or ruled out all together.
3. Responsive
Being responsive is a good deal of student speech in the classroom. Brown defines that responsiveness is short replies to teacher or student‟s questions or comments. This kind of response is sufficient and does not extend into dialogue.
4. Transactional (dialogue)
Transactional language is an extended form of responsive language. It carried out the purpose of conveying or exchanging
11 Ibid. p 271- 274
specific information. In this type, conversation has more of negotiation nature than responsive speech.
5. Interpersonal (dialogue)
Interpersonal dialogue is the other forms of conversation mentioned in the previous. Moreover, this type refers to conversations which carry out the purpose of maintaining social relationship rather than for the transmission of fact or information.
6. Extensive (monologue)
Extensive oral production tasks include speeches, oral presentations, oral story telling, during which opportunity for oral interaction from listeners is either highly limited or ruled out all together.
d. The Measurement of Speaking Performance
Harris mentions there are generally are recognize in analysis of speech process. That is pronunciation, grammar, vocabulary, fluency, and comprehension. In this research more focus on pronunciation and fluency. The researcher in constructing the speaking test based on Harris oral English rating scale frame as below:12
12 David P. Harris, Testing English as a Second Language, (New York: McGraw Hill Book Company, 1969), p.84
Table 3
Harris Oral English Rating Scale No. Criteria Rating
Scores
Description 1 Pronunciation 5
4
3
2
1
Have few traces of foreign language.
Always intelligible, thought one is conscious of a definite accent.
Pronunciation problem necessities concentrated
listening and
occasionally lead to misunderstanding.
Very hard to understand because of pronunciation problem, most frequently be asked to repeat.
Pronunciation problem to serve as to make speech virtually unintelligible.
2 Grammar 5
4
3
Make few (if any) noticeable errors of grammar and word order.
Occasionally makes grammatical and or word orders errors that do not,
however obscure
meaning.
Make frequent errors of grammar and word
2
1
order, which
occasionally obscure meaning.
Grammar and word order
errors make
comprehension difficult, must often rephrases sentence.
Errors in grammar and word order, so, serve as to make speech virtually unintelligible.
3 Vocabulary 5
4
3
2
1
Use of vocabulary and idioms is virtually that of native speaker.
Sometimes uses
inappropriate terms and must rephrases ideas because of lexical and equities.
Frequently uses the
wrong words
conversation somewhat limited because of inadequate vocabulary.
Misuse of words and very limited vocabulary makes comprehension quite difficult.
Vocabulary limitation so extreme as to make conversation virtually impossible.
4 Fluency 5
4
3
2
1
Speech as fluent and efforts less as that of native speaker.
Speed of speech seems to be slightly affected by language problem.
Speed and fluency are rather strongly affected by language problem.
Usually hesitant, often forced into silence by language limitation.
Speech is halting and fragmentary as to make conversation virtually impossible.
5 Comprehension 5
4
3
2
Appears to understand everything without difficulty.
Understand nearly everything at normal
speed although
occasionally repetition may be necessary.
Understand most of what is said at slower than normal speed without repetition.
Has great difficulty comprehend, social conversation spoken slowly and with frequent repetition.
1 Cannot be said to understand even simple conversation.
B. The Concept of Small Group Instruction