CHAPTER II THEORETICAL RIVIEW
1. The Concept of Speaking
a. The Definition of Speaking
According to Siahaan, spoken productive language skill speaking; it is the skill of speaker to communicate information to a listener or a group of listener. Her or his skill is realized by her or his ability to apply the rules of the language s/he is speaking to transfer the information s/h has in her or his mind to her or his listener (s) effectively.1 In other that Lynne Cameron stated that speaking is the active used of language to express meanings so that other people can make sense of them.2 Speaking is one of the central elements of communication it is an aspect that needs special attention and instruction. Moreover, Thornburry said: Speaking is so much a part of daily life that we take it for granted.3
Spoken utterance is mental concept turned by a speaker in speaking.4 Speaking is productive skill in which the speaker produces, and uses the language by expressing a sequence of ideas and at the same time.
1 Sanggam Siahaan, The English Paragraph,( Yogyakarta: Graha Ilmu, 2008), p.2
2 Laynne Cameron., Teaching Language to Young Learner, (New York: Cambridge University Press, 2001), p.40
3 Scott Thornburry, How to Teach Speaking, (New York: Longman, 2008), p.1
4 Sanggam Siahaan., Issues in Linguistic, ( Yogyakarta: Graha Ilmu, 2008), p.94
Cameron states that “speaking” is the active use of language to express meaning so that other people can make more demanding than listening or language learners, language resources skill, it mean that speaking activities demand end, require careful and plentiful support of various types, not just support for understand support for production.
Based on the statements above it can be concluded that speaking is productive language skill about expressing an idea used to communicate.
b. The Function of Speaking
In designing speaking activities it is necessary to recognize the differences function of speaking. Brown and Yule‟s framework state three part version of the function of speaking; talk as interaction, talk as transaction, and talk as performance. It is described as follows:
1) Talk as Interaction
Talk as interaction refers to what we normally mean by conversation and describes interaction refers to what server a primarily social function. It is very difficult for the teacher to teach students in this case. The teacher should be able to invite the students give feedback even in small conversation.
2) Talk as Transaction
Talk as transaction refers to situation where the focus is on what is said to or done. The message and making oneself understood clearly and accurately is the central focus, rather that the participants and how they interact socially with each other, such; offering something, asking for direction, classroom discussion, etc.
3) Talk as Performance
Talk as performance tends to be in the form of monolog rather that dialog, often follows a recognizable format (e.g. a speech of welcome), and is closer to written language than conversational language.5
c. Teaching Speaking
Teaching speaking means teaching of how to use language for communication, for transferring ideas, through or even feeling important. We cannot only teach what will be spoken but also the situation that we deal with.
Jeremy Harmer identifies three basic reasons to give student speaking task, they are:
5 Jack C Ricard, Teaching and Speaking From Theory to Practice, (New York:
Cambridge University Press, 2008), p.21-28
1) Rehearsal
Rehearsal are getting students to have a free discussion give them a chance to rehearse having discussion outside the classroom.6
2) Feedback
Feedback speaking task where students are trying to use all and any language they know provides feedback for both teacher and students.7
3) Engagements
In engagements, good speaking activities can and should be highly motivating. Many speaking task (role playing, discussion, problem solving) are intrinsically enjoyable in themselves.8
There are many problems when someone would speak in English as foreign languages among others are:
a) Difficult to react the conversation although rightly understand the topic conversation.
b) When want use word or idiom, cannot speak and even cannot out from, he or she mined.
c) When we want to talk, first try translate and arrange sentence structure.
d) Often feel not sure with what he/she speak.
6 Jeremy Harmer, How to Teach English, (England: Pearson,1998), p.87
7 Ibid
8 Ibid, p.88
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