CHAPTER I INTRODUCTION

1.1 Background of the Study Language is obviously very important in peoples daily life because it is a means of expressing thoughts and ideas. According to the English Standard Competence (2006:307), language has central role in developing intellectuals, socials, and emotional of the students and supports their success in learning process. English as international language also has an important role in helping people to express their ideas. As stated by Kilgour (1999:8), English is important because it is one of the international languages, a means of communication among countries, cultural groups, various companies and organization, communities and friends. Therefore, students are demanded to be able to communicate in oral and written communication in a certain literacy levels. Wells stated (as cited in English Standard Competence, 2006:307) that those literacy levels are performative, functional, informational, and epistemic. In performative level, the students are able to read, write, listen, and speak using symbols. In functional level, the students are able to use the language to fulfill their needs in daily life such as reading a newspaper. In informational level, the students are able to access knowledge by using the language.

In epistemic level, the students are able to express knowledge into the target language. In other words, students are demanded to master English. In mastering English, speaking plays a significant role. As a skill, speaking is the most used skill by people rather than the three other skills. As stated by Richardson (n.d:1), learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken proficiency. It can be said that most language learners learn English in order to develop proficiency in speaking. Besides, many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Teaching speaking is not that easy. Many teachers still teach speaking to their students using traditional method. As stated by Yulius (2010:1), many teachers teach speaking using the dialogs in the textbook only and ask the students to memorize those dialogs. The teacher has to find an appropriate method which can motivate the students to speak. The students need to learn to speak English in a contextual situation. Furthermore, according to the English Standard Competence (2006:279), there are four language skills that have to be mastered by the students. One of them is

speaking skill. And there are two types of text that have to be mastered by the students. One of those texts is procedure text. The students are demanded to express the meaning of procedure text both in oral and written. But, the students often find difficulties in expressing the meaning of it in spoken language because they are demanded to express the meaning of it in a simple short monolog by using variety oral language, accurately, orderly, and acceptably to communicate with the surroundings. It shows that mastering speaking skill is very important. There are many techniques of language teaching that may be selected for teaching speaking skill. One of them is oral simulation technique. As stated by Kayi (2006:6), oral simulation technique is very similar to role plays in which the students pretend that they are in various social contexts and have a variety of social roles. However, simulations are more elaborate than role plays. In simulations, students can bring items to the class to create a realistic environment. This technique can motivate the students because it is entertaining. Furthermore, the students can remember new information easily when they actively participate in activities. Based on the matters above, the writer would like to describe the implementation of oral simulation technique in teaching procedure text. It is a text which is to describe how something is accomplished through a sequence of actions or steps. Procedure text consists of three generic structures. They are the goal, materials, and steps. The writer chose procedure text because procedure text consists of series of

actions and it will be easier for the students to remember its social function, steps, and language features through action. The students will enhance their speaking ability because they are not only doing an oral presentation but also relating themselves with the authentic materials. According to the previous study entitled The Implementation of

Demonstration Technique to Teach Speaking Procedure Text to the Tenth Graders of SMA Negeri 4 Probolinggo which has been done by Candrasari (2010), demonstration technique can increase students ability in speaking. Demonstration technique is a method of informing that explains something by showing how it is done, displaying the stages of a process, or showing how something works. It is almost the same with oral simulation technique where, in this study, the students adapt the role of a cook and demonstrate how to make a certain food. As stated by Dewey (as cited in Brown, 2001:239), one learns best by doing an active experimentation. Through action, students are drawn into a utilization of multiple skills. 1.2 Research Questions According to the background of the study, the writer states some questions as follow: 1. How is the implementation of oral simulation technique to teach speaking skill of procedure text to seventh graders of SMPN 2 Mojokerto?

2. How is the speaking ability of the seventh graders of SMPN 2 Mojokerto after implementing Simulation technique in teaching procedure text? 3. How are the responses of seventh graders of SMPN 2 Mojokerto toward the implementation of oral simulation technique to teach speaking skill of procedure text? 1.3 Objectives of the Study Related to research questions, the objectives of the study have been defined as follow: 1. To find out the ways of the teacher in implementing oral simulation technique to teach speaking skill of procedure text to seventh graders of SMPN 2 Mojokerto. 2. To know the speaking ability of the seventh graders of SMPN 2 Mojokerto after implementing simulation technique. 3. To know the responses of the seventh graders of SMPN 2 Mojokerto toward oral simulation technique in teaching speaking of procedures text. 1.4 Significances of the Study By conducting this research, the writer expects that the findings will be useful theoretically and practically. Theoretically, this research will give a big contribution to the development of the methods which are used in teaching English.

Practically, this method will be useful for English teachers. This method enables English teachers who teach junior high school students to improve their teaching method, especially in teaching speaking. It is expected that they will use many kinds of teaching methods. And one of those methods is oral simulation technique. 1.5 Scope and Limitation of the Study The aim of this study is to know the implementation of oral simulation technique in teaching speaking of procedure text to seventh graders in SMPN 2 Mojokerto. Therefore, this study only focuses on the seventh graders of SMPN 2 Mojokerto and procedure text. It does not include the other grades and text. This study also focuses on oral simulation technique in teaching speaking. Therefore, the other teaching techniques and skills will not be discussed. 1.6 Definition of Key Terms The following definitions are intended to make the readers have the same universe of discourse or understanding for the same terms used in this research. It is also intended to avoid ambiguity or interpretations. 1. Oral simulation technique : A technique to teach speaking which is able to get the students to speak by asking them to

pretend that they are in social contexts and have a variety social roles. (Kayi, 2006:6) 2. Speaking : A skill of conveying words or sounds of articulation to express or to deliver ideas, opinions, or feelings. There are many kinds of speaking activities. However, the researcher will observe presentation skill as a part of speaking skill in this research. 3. Procedure text : A text that is to describe how something is accomplished through a sequence of actions or steps.