CHAPTER II

REVIEW AND RELATED LITERATURE

A.Some previous research findings
Speaking has been regarded as merely implementation and variation, outside the
domain of language and linguistic proper. Linguistic theory has mostly developed in
abstraction from context of use and source of diversity. Therefore, Clark and Clark (in
Nunan, 1991: 23) said that speaking is fundamentally an instrument act. Speakers talk
in order to have some effect on their listener. It is the result of teaching learning
process. Students skill in conversation is core aspect in teaching speaking, it becomes
vitally aspect in language teaching learning success if language function as a system
for expression meaning, as Nunan (1991:39) states that the successful in speaking is
measured through someone ability to carry out a conversation in the language. We
confess that there are many proponent factors that influence teaching speaking success
and there are many obstacle factors why it is not running well.
According to Ladouse (in Nunan, 1991: 23) speaking is described as the activity as the
ability to express oneself in the situation, or the activity to report acts, or situation in
precise words or the ability to converse or to express a sequence of ideas fluently.
Furthermore, Tarigan (1990: 8) said that Berbicara adalah cara untuk berkomunikasi
yang berpengaruh hidup kita sehari-hari. It means that speaking as the way of
communication influences our individual life strongly.
Stern (in Risnadedi, 2001: 56-57) said watch a small childs speech development. First
he listens, then he speaks, understanding always produces speaking. Therefore this
must be the right order of presenting the skills in a foreign language. In this learning of
language included speaking, there is an activity of speaker or learner and it has to have
an effect to build speakers or learners desires and express how his/her feeling and
acting out his/her attitudes through speaking. Thus the learning of speaking can not be
separated from language.
On the other hand, speaking can be called as oral communication and speaking is one
of skills in English learning. This become one important subject that teacher should
given. That is why the teachers have big challenge to enable their students to master
English well, especially speaking English in class or out of the class.
Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention what they are saying. Thus, the students can learn
better on how to require the ability to converse or to express their ideas fluently with
precise vocabularies and good or acceptable pronunciation.
Speaking ability is the students ability in expressing their ideas orally which is
represented by the scores of speaking. Speaking is only an oral trail of abilities that it
got from structure and vocabulary, Freeman (in Risnadedi, 2001: 56-57) stated that
speaking ability more complex and difficult than people assume, and speaking study
like study other cases in study of language, naturalize many case to language teachers.

B.Some Pertinent Ideas

1. Concept of Speaking
a.Definition of Speaking
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child
life, which is produced by listening skill, and at that period speaking skill is learned.
Based on Competence Based Curriculum speaking is one of the four basic
competences that the students should gain well. It has an important role in
communication. Speaking can find in spoken cycle especially in Joint Construction of
Text stage (Departmen Pendidikan Nasional, 2004). In carrying out speaking, students
face some difficulties one of them is about language its self. In fact, most of students
get difficulties to speak even though they have a lot of vocabularies and have written
them well. The problems are afraid for students to make mistakes.
Speaking is the productive skill. It could not be separated from listening. When we
speak we produce the text and it should be meaningful. In the nature of
communication, we can find the speaker, the listener, the message and the feedback.
Speaking could not be separated from pronunciation as it encourages learners to learn
the English sounds.
Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking or producing skill,
we can apply three major stages, those are:
1) Introducing new language
2) Practice
3) Communicative activity.
Speaking has been regarded as merely implementation and variation, outside the
domain of language and linguistic proper. Linguistic theory has mostly developed in
abstraction from context of use and source of diversity. Therefore, Clark and Clark (in
Nunan, 1991: 23) said that speaking is fundamentally an instrument act. Speakers talk
in order to have some effect on their listener. It is the result of teaching learning
process. Students skill in conversation is core aspect in teaching speaking, it becomes
vitally aspect in language teaching learning success if language function as a system
for expression meaning, as Nunan (1991:39) states that the successful in speaking is
measured through someone ability to carry out a conversation in the language. We
confess that there are many proponent factors that influence teaching speaking success
and there are many obstacle factors why it is not running well.
According to Ladouse (in Nunan, 1991: 23) speaking is described as the activity as the
ability to express oneself in the situation, or the activity to report acts, or situation in
precise words or the ability to converse or to express a sequence of ideas fluently.
Furthermore, Tarigan (1990: 8) said that Berbicara adalah cara untuk berkomunikasi
yang berpengaruh hidup kita sehari-hari. It means that speaking as the way of
communication influences our individual life strongly.
From the explanation above, the researcher concludes that speaking is what we say to
what we see, feel and think. When we feel something, we want someone can hear us.
So, in this process we can call it is an interaction between two sides.

When someone speak to other person, there will be a relationship. The relationship
itself is communication. Furthermore, Wilson (1983:5) defines speaking as
development of the relationship between speaker and listener. In addition speaking
determining which logical linguistic, psychological a physical rules should be applied
in a given communicate situation. It means that the main objective of speaking is for
communication. In order to express effectively, the speaker should know exactly what
he/she wants to speak or to communicate, he/she has to be able to evaluate the effects
of his/her communication to his/her listener, he/she has to understand any principle
that based his speaking either in general or in individual.
Based on the statements above the researcher infers that if someone speaks, he/she
should understand what is he/she about. In this section, the writer should develop ideas
or build some topics to be talked and to make other responds to what speakers says.
Stern (in Risnadedi, 2001: 56-57) said watch a small childs speech development. First
he listens, then he speaks, understanding always produces speaking. Therefore this
must be the right order of presenting the skills in a foreign language. In this learning of
language included speaking, there is an activity of speaker or learner and it has to have
an effect to build speakers or learners desires and express how his/her feeling and
acting out his/her attitudes through speaking. Thus the learning of speaking can not be
separated from language.
On the other hand, speaking can be called as oral communication and speaking is one
of skills in English learning. This become one important subject that teacher should
given. That is why the teachers have big challenge to enable their students to master
English well, especially speaking English in class or out of the class.
Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention what they are saying. Thus, the students can learn
better on how to require the ability to converse or to express their ideas fluently with
precise vocabularies and good or acceptable pronunciation.
Speaking ability is the students ability in expressing their ideas orally which is
represented by the scores of speaking. Speaking is only an oral trail of abilities that it
got from structure and vocabulary, Freeman (in Risnadedi, 2001: 56-57) stated that
speaking ability more complex and difficult than people assume, and speaking study
like study other cases in study of language, naturalize many case to language teachers.
Speaking consists of producing systematic verbal utterances to convey
meaning. (utterance are simply thing people say). Flores said, speaking is
an interactive process of constructing meaning that involves producing and
receiving and processing information1. Speaking in language is especially
difficult for foreign language learners, because effective oral communication
requires the ability to use language appropriately in social interactions.
Diversity in interaction involved not only verbal communication, but also

1 Kathlen M. Bailey. Nunan, Practical English Language Teaching : Speaking, (New

York, The Mc Graw Hill Companies, 2005), p. 2

paralinguistic elements of speech such as pitch, stress, and intonation. 2

According to Nunan, interactional speech is more fluid and unpredictable
than transactional speech. Speaking activities inside the classroom need to
embody both interactional and transactional purposes, since language
learners will have to speak the target language in both transactional and
interactional settings.3
Brown and Yule said, In transactional situation, where information
transference is the primary reason for the speaker choosing to speak, the
language tends to be clearer, more specific, than in primarily interactional
situation. So they assume that normal speaker of language achieve an ability
to express their need, to communicate information.4
Speaking is also one of the language arts that is most frequently used by
people all over the world. The art of speaking is very complex. It requires
the simultaneous use of the number of abilities which often develop at
different rates. Generally, there are at least four components of speaking skill
concerned with comprehension, grammar, vocabulary, pronunciation, and
fluency.

a. Comprehension
For oral communication certainly requires a subject to respond to
speech as well as to initiate it.

b. Grammar
It is needed for students to arrange a correct sentence in conversation.
Students ability to manipulate structure and to distinguish appropriate
2 Richard and Renandya, Methodology in Language Teaching: An Anthology of Curret
Practice, ( New York: Cambridge University Press, 2002) p. 204
3 Nunan David, Practical English Language Teaching, (New York, The Mc Graw Hill
Companies, 2003), p. 56
4 Brown and Yule, Teaching the Spoken language, (New York, Cambridge University
Press 1999), p. 14

grammatical form in appropriate ones. The utility of grammar is also to

learn the correct way to gain expertise in a language in oral and written
form.

c. Vocabulary
One cannot communicative effectively or express their ideas both oral
and written form if they do not have sufficient vocabulary. So,
vocabulary means the appropriate diction which is used in
communication.

d. Pronunciation
Pronunciation is the way for students to produce clearer language
when they speak. It deals with the phonological process that refers to
the component of a grammar made up of the elements and principles
that determine how sounds vary and pattern in a language.
e.

Fluency
Fluency can be defined as the ability to speak fluently and accurately.
Fluency in speaking is the aim of many language learners. Signs of
fluency include a reasonably fast speed of speaking and only a small
number of pauses and ums or ers. These signs indicate that the
speaker does not have spend a lot of time searching for the language
items needed to express the message.

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994; Burns & Joyce,
1997). Its form and meaning are dependent on the context in which it occurs, including
the participants themselves, their collective experiences, the physical environment, and
the purposes for speaking. It is often spontaneous, open-ended, and evolving.
However, speech is not always unpredictable. Language functions (or patterns) that
tend to recur in certain discourse situations (e.g., declining an invitation or requesting
time off from work), can be identified and charted (Burns &Joyce, 1997). For
example, when a salesperson asks "May I help you?" the expected discourse sequence
includes a statement of need, response to the need, offer of appreciation,
acknowledgement of the appreciation, and a leave-taking exchange. 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). Finally, speech has its own skills, structures, and conventions different
from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen,
1996). A good speaker synthesizes this array of skills and knowledge to succeed in a
given speech act.

b. Kind of Speaking
Public speaking is when you stand before an audience and deliver a speech in a formal
or an informal occasion. For many people, speaking in front of a large audience is a
daunting task so it is quite natural to become very nervous (though with effective
training this could be overcome).
As public speaking has become a serious career option, many people are enrolling for
classes where they are taught skills and techniques to speak well and speak effectively
before a gathering. However, to be a good speaker, it is necessary that one should
know the four types of public speaking and the peculiarities of each one of them.
[1] Speaking to Inform
When a person gives a speech before an audience to impart information on a particular
topic or issue it said to be an informative speech. Business presentations, seminars in
colleges, class presentations in schools are some examples of informative speeches. A
person preparing for an informative speech has to research the subject / topic
very well. It should be short and precise because long informative speeches (lectures)
easily bore the audience. The success of an informative speech will depend on how
much the audience could understand from the speech.
[2] Speaking to Persuade
Persuasive speeches are those where one tries to persuade or convince a group of
people. These speeches aim to influence and change the opinions of the audience. This
can be a difficult task as you would be facing a group of people who may have totally
opposite views from your own. The most important point that has to be kept in mind
here is that if you want to influence others' views and ideas, you have to show your
enthusiasm while speaking.
However, you must remember that you are not there to wage a war and should talk
without hurting others' feelings. Persuasive speeches are often given by sales and
marketing people to attract interest in their products. They are also used to influence
political and religious views.
[3] Speaking to Actuate
Speaking to actuate is a higher level of persuasive speaking. Here, the speaker goes a
step beyond persuasion and convincing. The aim is to motivate people enough to take
a specific stepto act. This is a powerful level of speaking. Very few people have
achieved this level of mastery of the art of persuasion where they could so deeply
convince people that they move into action.
This type of speech is common in conflict (war) situations. It is also seen in action
whenever a speaker not only tries to garner support for some cause or reason but wants
the people hes speaking to join him in actualising it through concrete action. It
is characterised by a show of charisma, very strong words, and great emotional

involvement.
A speech of this type typically does not rely on facts and figures, though they may be
offered. The speakers aim is to get his listeners so emotionally enthralled that they
wholesomely adopt his idea, his principles, his reasoning, as theirs and literally take up
the cross and share his burden. Sometimes, listeners may be so deeply moved that they
take up the cause more seriously than even the person whos invited them into it! This
sometimes happens among militia groups where members of a mob overthrow their
leader accusing him of not being aggressive enough in the fight for their common
cause. They go on to introduce tougher measures to the dismay of their deposed leader.
This is the pinnacle of persuasive speaking and, indeed, of public speaking.
[4] Speaking to Entertain
Ceremonial speeches are another form of public speaking usually given at weddings,
funerals, graduation parties, retirement parties etc. One very important factor to make
these speeches effective is to add a personal touch.
One gives these speeches for people one knows and it would be great if one can bring
in stories and incidents about the respective person. The speech can be humorous,
touching or emotional, as per the occasion and the mood. However, one should take
utmost care not to hurt feelings by making snide remarks about them.

Conclusion
Public speaking is a skill that is best mastered through continuous practice. A talkative
person may not be able to give the best speech. To give a great speech, one must first
understand the type of speech one is expected to give and should prepare along those
lines. A good public speaker is one who understands the needs of the audience and is
flexible enough to adopt changes that may arise even while delivering the speech.

c. The Importance of Speaking

The Spoken English classes are extremely common in India, since English is not a national
language of the Indians. It is a foreign language and to be very precise India has a lot of
languages, of its own. In India Hindi is a nationalized language, however approximately all
the states have their individual mother tongue. Each mother tongue has some local touch so
do Hindi and in such circumstances gaining knowledge of a new language that to a foreign
one turns out to be pretty complicated. Some more complexities which appear at the time
of learning are the requirement of a very good teacher and also a good communication and
understanding skill.
Learning to speak English confidently is nowadays a need. It is no more an issue of status
however it is of supreme necessity for a good quality job and to flourish in ones career.
Lots of accomplishments in life are greatly dependent upon the way you conduct yourself
with the global customers and delegates, particularly in the international companies. Even

in the management jobs the high profile people also require a fluency in English. Yet again,
it is not just to leave an impression of stylishness however it is necessary to converse your
important points in a smart way. Usually people are able to easily make their point work in
their own goodwill, if they are able to intermingle appropriately and present their points in
an open platter.
Ability to read and write English appropriately is important, particularly for higher studies
in a foreign country plus for high-quality standard of books and study materials. It will be
incorrect to say that the books existing in Hindi or the diverse mother tongues are of poor
quality, but it is also right that the books obtainable in English on diverse subjects are in
extensive variety. The variety is quite a huge one. Nowadays, the matter is about verbal
English. I would say it is as essential as the capability to read and write appropriately. In
India, fluency in English works as an additional benefit. It is merely because in India each
educated person is not a fluent spokesperson in this. Hence, if you choose an interview for
your kid, particularly for an English medium school a bit less educated candidate can win
the challenge due to ease in this language. Since, it is a central significant decisive factor
for an English medium school.

d. Some Teacniques in Teaching Speaking

Speaking is an activity which requires people to put their idea or thought in spoken
form. Speaking becomes so important since this is the best to have direct interaction
with other people. Thus, it is no wondered that speaking skill must be learned if
someone wants to have good interaction and make a friend. However it is not an easy
job to teach speaking especially in the school. Here, there are 4 recommended
techniques that can be applied by teacher in conducting speaking class.
1. Talking chips technique.
Talking chips technique is one technique of cooperative learning which allows all
students to speak in the class. In this technique, students are given a certain number of
chips (coin, card, etc) to be used as media which limit students time talking. To apply
this technique, there are some steps to follow:
Teacher groups the student which consist of four students
Teacher give the topic discussion
Teacher ask the student to start the discussion by putting the chips
Students speaking until they put all the chips they have
This technique will get the student fun and serious at the same time. Moreover, this
technique will be very useful to use in junior and senior high school.
2. Three Steps Interview
This is another technique of cooperative learning that can be used to teach speaking. In
this technique, students are divided into some group in which each group consists of
three students. Those three students are named student A, B, C. Since the learning is
begun, the student will make an interview following the steps below:
Teacher gives a topic discussion.
Student B (interviewer) will ask some questions related to the topic given to
the student A (interviewee I). He or she must take a note of every answer or opinion

given by student A.
The same questions are also addressed to the student C (Interviewee II).
Student B has to note the answer or opinion given by student C.
Student A, then, asks to student B about student C answer or opinion and
appositely student C also ask student B about student A opinion.
This technique will require student to speak up especially in giving opinion of a certain
topic as well as to listen the other people opinion. They can express their mind and be
habit to speak in English. This technique can be used to teach student in Junior High
School.
3. Desuggestipedia
This technique can be very useful if the teachers are able to create and provide an
appropriate topic to discuss. In applying this technique, students are ordered to choose
an occupation or job provided by teacher (singer, doctor, manager, etc) and they must
be able to act or behave just as real as possible like the occupation chosen. In this case,
student will imagine and pretend how to be a doctor, or singer, or even manager and
the teacher will give some question regarding to their job. This technique will bring a
lot of fun in the class and it is very appropriate to teach student in Senior High School.
4. Three Phase Technique
This technique can be categorized as traditional technique since the focus of the
strategy is on building the student courage to speak. Thus, the class is conducted
following three phases; those are Pre- speaking, Whilst-speaking, and Post-speaking
activity.
Pre-speaking activity
In this phase, teacher will give some brainstorming about the material discussed and
make sure that the student will not feel afraid in following the lesson. Teacher must
prepare them to be ready before moving to the whilst-activity.
Whilst-speaking activity
This is the core of the technique because many task or exercise van be involved in the
phase. Teacher can do answer and question section, game, etc. in the class. The most
important is to give a chance to the student to speak up.
Post-speaking activity
It is simply can be done by giving a test or evaluation to the student

2.The concept of Simulated Teaching

a.Simulated Teaching Definition
Simulation means role-playing or rehearsal in which the process of teaching is carried
out artificially. It is based on socio-drama. The main aspect of simulation in teaching is
the introduction of a student-teacher to teaching in a non-stressful conditions.
following are some of the definitions of simulated teaching
1.Simulation can be defined as: "Mechanism of feedback devices to induce certain
desirable behaviour among pupil-teachers by role-playing of the teacher in their won
group as an artificial situation of classroom teaching".
2. According to Webster's Dictionary, "Simulation is defined as giving the appearance
of or effort of, to have characteristic".
3. According to Tansey, "Simulation in the all-inclusive term which contains these
activities which produce artificial environments or which provide artificial experiences
for the participants in the activity. It is reproduction of the reality."

4. According to Fink, "Simulation is the controlled representation of reality."

b.Characteristics of Simulated Teaching

There are three important characteristics of simulating teaching.
Simulated teaching implies an analysis of teaching act and of the teaching situation
from the point of view of the learner.
It is plotting of the real situation and capturing the essential which forms part of it.
It is dependent upon empathetic understanding of the reality content on the part of
participant, the practicing teacher.

c.Assumption of Simulated Teaching

1.Teacher behavior is modifiable by the use of feedback devices.
2.There are certain social-communication skills of teacher behavior which are essential
for effective teaching. These social skills should be modified by feedback device.
3.Through role playing, the psychological appreciation of the classroom problems will
grow and develop in the pupil-teacher a basis for handling the problem in the class.
4. Teacher behavior has its taxonomy which is developed by Karl Openshaw by using
simulated teaching

C. Conceptual Framework
Speaking is one of the skills in the language learning and it is essential in communication.
Speaking has a complex process that consists of three parts. In the communicative activities,
teacher feedback is needed by students to revise their speaking because mistakes must appear
in students; speaking for English is a foreign language for them. It is quite hard for the
students to correct their own mistakes for example their pronunciation in their speaking. That
is why, teacher oral feedback can be used as guidance for the students to correct their
mistakes and make their speaking better.
Many studies show that feedback can effectively reduce students errors in speaking.
learning process. Students perception will affect
Students perception is a vital part in the

the students response and attitude in the learning process. There are some main factors that
affect it, such as students expectation, motivation, and previous experience. In this case,
students experience will be teacher oral feedback. If the students perception is positive, the
acceptence information of the teacher feedback will be affective but if the students
perception is negative, the acceptence information of the feedback will be disturbed. It means
that students perception will give a big influence to the success of feedback. This study,
therefore, concerns students perception towards teacher immediate oral feedback.
Some experts point of views are used as the reference to answerthe research problems.
Those points of views play a significant role in exploring, identifying, and analyzing the
teacher oral feedback and students perception.
Theories of feedbackhelps to identify the types and contents of teacher immediately
feedback. The types of teacher immediate feedback consists of recast, explicit correction,
elicitation, clarification request, metalinguistic cue, repetition. Contents of teacher immadiate
feedback can be categorized into two, they are form and meaning. Feedback on form
concerns on grammar, vocabulary, and pronunciation while feedback on meaning concerns

idea organization, and logic of ideas. Futhermore, theory of feedback and students
perception suggested helps to reveal the students perception towards teacher oral feedback.
Students perception may focus on the clarity, the objectivity, the assistance, the
encouragement and the proportion of oral feedback by the teacher.