CHAPTER II LITERATURE REVIEW

A. The Nature of Speaking 1. Definition of speaking In teaching English, there are four importance skills. Those are reading, listening, writing and speaking. Speaking is the same as oral interaction which are conventional ways of speaking information, expressing our idea, and thought have in our mind (Nunan 1991:40). Speaking is different with singing. Speaking is using language in the simplest way by producing ordinary sound. Then, singing is using the language by using rhythmic. Speaking in not only to communicated with other people but by speaking we can get new information or we can share our idea with other people. Language just possessed by human being to interact each other. Communication can be done at least by two people, there are speaker and hearer. The hearer must listen and understand what speaker says, and then gives a response. In additional, Tarigan (1990:15) says that Speaking is the ability to pronounce articulation of sounds or words for expressing, stating and conveying thought, ideas and feeling. Speaking is so complex because it includes many aspects such as grammar, pronunciation, fluency and vocabularies. The objects of speaking are various such as discussion, speech, debate, dialogue and conversation. So, it can be considered as the most important of human tool for social control.

2. The Component of Speaking Every skill has a component to fulfill it is needs. Speaking also needs many components. According to Vanderkevent (1990:8) there are three components in speaking. a. The speakers Speakers are a people who produce the sound. They are useful as the tool to express opinion or feelings to the hearer. So if there are no speakers, the opinion or the feelings or the feeling wont be stated. b. The listeners Listeners are people who receive or get the speakers opinion or feeling. If there are no listeners, speakers will express their opinion by writing. c. The Utterances The utterances are words or sentences, which are produced by the speakers to state the opinion. If there is no utterance, both of the speakers and the listeners will use sign. 3. Speaking Ability Speaking means to produce the language by using articulation that is used to convey the messages. Students needs plenty of practice for getting students to do speaking activities in small group and pair work will provides a safer environment for practicing and talking risks. Also encouraging them to practices with classmate in their own time should increase their comfort. When providing speaking practices in the classroom we needs to ensure that students have both motivation to speak and some information which can

provide a reason to speak. So the students have same information but they have different way to express and share the information.

B. Teaching Speaking 1. Definition of Teaching Speaking According to Hornby (1995: 37) teaching means giving the instruction to (a person): give a person (knowledge skill, etc). While speaking means to make use of words in an ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate. Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. According to Nunan:

1. Produce the English speech sounds and sounds patterns 2. Use words and sentence stress, intonation patterns and the rhythm of the second language. 3. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. 4. Organize their thoughts in a meaningful and logical sequence.

5. Use language as a means of expressing values and judgments. 6. Use the language quickly and confidently with few unnatural pauses, which is called fluency.(Nunan 2003)

C. How to Teach Speaking When teaching young learners we constantly have to keep in mind the fact that what we have in front of us is a mixed class with varied abilities, expectations, motivation level, knowledge and last but not least, different learning styles. Thus, we need to vary our approaches and offer as much opportunity as possible to make the whole class find a little something to hold on to, expand and grow. Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear. What has been learned at an early stage is difficult to change later on. One rule that applied here is slowly and steadily through constant revision and recycling. With the help of mixed activities, such as dialogues, choral revision, chants, songs, poems and rhymes, students speaking abilities grow, their pronunciation gets better and their awareness of the language improves. When applying the abovementioned tools into the teaching practice, what should be kept in mind is that interaction is an important way of learning. Therefore, increased oral emphasis should be included in our teaching to give the students as much speaking time as possible. Now many linguistics and English as second language (ESL) teachers agree on that students learn to speak in the second language by "interacting". Communicative language teaching and collaborative learning serve best for this

aim. Communicative language teaching is based on real life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task. In teaching speaking teacher can be use many ways to make students speak up in speaking class. According to Harmer (2007:123) there are three reasons for teaching speaking 1. Speaking activities provide rehearsal opportunities, chances to practice real life speaking in the safety of classroom. 2. Speaking task in which students try to use any or all of the language they know provide feedback for both teacher and students. Everyone can see how well they are doing: both how success they are and also what language problems they are experience. 3. The more students have opportunities to activate the various elements of language they have stored in their brain, the more automatic their use of these elements becomes. As a result, students gradually become autonomous language users. This meant that they will be able to use words and phrase fluently without very much conscious thought. Good speaking activities should be extremely engaging for students. If they are all participation fully, and the teacher has set up the activities properly. And then give sympathetic and useful feedback.

In teaching speaking students should speak clearly using good grammar, pronunciation. Because it can make the communication become well. And students can speak more actively in the class.

D. Speaking Test Speaking test is language testing aspect because oral skills generally rated so highly in language learning. One of language-testing programs is the testing oral production. According to Nurgiantoro (1995:276-289), the techniques of speaking test are:

1. Telling picture Picture can be good stimulus of speaking, but the picture must be based on the students ability. The picture can contain an activity, have a certain idea and purpose, meaningful and show certain situational context. It can consist of one picture or more. If we use more than one picture, it must be related to each other, have sequence of story and have certain contexts and that picture gives series number to show even sequence. So the students can express their idea based on the picture which they see. 2. Interview Interview is the common way to measure the speaking ability. It is usually used for the students who language ability is good enough. It is possible for them to express their feeling and idea using the target language. Anything can be the topic of interview, as long as it is appropriate to the level of students, like age, kinds of school and language ability.

3. Telling story Telling story can be a way to measure the speaking ability programmatically. It can be done using pictures and story. The students also can tell their daily activities, their experience or tell a story can story book they have read. Those stimuli can be applied for any level students. For example: the teacher asks the students to stand in front of the class and tell their story since they have holiday. 4. Speech Speech is good a way for the students to express their idea in the language accurately. In real life, there are so many speech activities. For example: welcome speech, political speech, religious speech and etc. Train students ability to express feeling and idea in appropriate and accurate language oral skill in form of speech activity also popular in the school and university, the fact often organize speech competition between students. For example: the teacher asks the students for doing speech before lesson. 5. Discussion It is a good for high level students to measure the students speaking ability. And to give their argue to each other. The students must tell their idea and their opinion, give response to other member, critically and also of depend on their opinion with logical and responsible arguments. Because of that speaking ability and fluency is determined. For example; the teacher asks the students to discuss about some problems in front of the class or presentation in a class. Based on the explanation above the writer concludes than speaking test has some technique. Speaking test used to measurements the students speaking

competence. It can also be used to understand the students fluency in a foreign language.

E. Retelling Short Story Practice 1. Definition of retelling short story Short story is one kind of story which is the story was written in a short paragraph. For example is fable, fairy tale, narrative text, etc. Short story is one of important materials in teaching learning process. Searfoss and Readence (1994) defined that a short story is a work of fiction that is usually written in prose, often in narrative format. Storytelling, as a part of speaking activities in class, retelling short story encourage students to think about a short story as they retell them. It helps them learn to tell stories or event in details and in sequences. Children develop their favorites stories early in their lives and wants to hear the same short stories over and over again. Retelling short story can be important role in performance-based assessment of speaking, it prepares students for real life task such as selecting, organizing and conveying information. Retelling short story is not easy as people imagine. The students will meet some difficulties in giving information if they dont have any ability in conveying an idea or topic. Retelling short story in English is really difficult for

them. They might have limited vocabulary items and they might have poor ability in pronunciation. As the person who manages the classroom activities, a teacher may use suitable method. The teacher can motivate the students to learn through retelling short story in more enjoyable and interesting ways. The students can enrich their new vocabulary and will know more about the structure. They will get new atmosphere in learning speaking through retelling short story. 2. The advantages of retelling short story The advantages of retelling short story are to adapt to the proficiency level of the students and it is relevant as it build on priority knowledge and experience. According to Phile and Tamara Maret (1984)). There are advantages and disadvantages for both teacher and students: a. Advantages 1) For Teacher Easy for prepare. Suitable for a whole range of language abilities. Flexible in use. Require less teachers act involved 2) For Students Improve reading ability when used regularly. Improve speaking ability Control of various genres. Control of many aspects of writing process.

 Control of the conventions of writing language.

b. Disadvantages Retelling short story is not easy as people imagine. The students will meet some difficulties in giving information if they dont have any ability in conveying an idea or topic.

F. Teaching speaking using retelling short story One of the goals in speaking class is improving students communicative skill so they can express themselves using the target language appropriately based on its social and cultural contexts. In order to a-achieve the goals teachers apply different teaching techniques in the class-room. Yet, it is widely known that no best single method or technique to apply in the teaching and learning process; the choice of methods depends on the types of learners, learners motivation in learning new language, and learners attitudes towards language learning and so on. Retelling short story technique has been known as one of teaching activities in second or foreign language classes. One of the reasons is because it relies so much on words, offering a major and constant source of language experience for children (Wright, 1995 in Xu, 2007). In addition, stories them-selves can be considered language treasures to use as models of language for students of different levels and ages Retelling short story Practice as technique in teaching speaking can give good students responses to increase their speaking skill. It can be done with the variety of using short story, especially narrative text that are used in speaking activity, because narrative text can improve their vocabulary in speaking activities to produce

speaking and it can give more practical activities in speaking. Retelling short story practice can give as the technique that give more practical and opportunities to the students in speaking activities. Retelling short story practice can give experience an insight as stimulate in practicing their productive skill.

G. The Procedure of Teaching Speaking through Retelling Short Story Retelling short story is one of techniques that can be used in speaking classes. By using retelling short story teachers can make students active in the classroom. There are some steps how to use retelling short story practice in teaching speaking. First the teacher asks the students about a kind of short story especially a narrative text. Then the teacher asks to the students to read the text and make summarize based on the text. Third, the teacher asks the students to memorize the content and information based on the text. Fourth, the teacher walked around the class to observe and the teacher corrects to the students either the pronunciation or the meaning. Then the teacher asks students to retell a short story, the teacher asks the students practice retelling short story in front of the class. Example of short story next page:

Sangkuriang and Tangkuban Perahu Mountain Long time ago in west java, lived a woman name dayangsumbi. She lived alone and she was thirsting for husband a live friends. One day when quilting, her quite felt off from her house. Then she prayed tom goods if a man picked up my quite, he will be my husband and if a woman, she will be my sister. Then, a male dog picked it up. So dayangsumbi gave a birth to a baby, name him sangkuriang, but never told him who was his father was. One day, sangkuriang was hunting with tumang in the forest, and he found noting. He blamed tumang for the failure and killed tumang. When dayangsumbi knew that, she hit sangkuriangs head with big spoon and expelled him. Many years letters the wondering sangkuriang found a house in the forest and an old beautiful woman was in the house. The woman dayangsumbi recorgnized the adventures as sangkuriang. Sangkuriang forces her to marry him, she told sangkuriang had to build a vast boat for their honeymoon. Just it one night. In the night sangkuriang called his friends ghosts and forest fairies to help him. Feared the boat to complete. Dayangsumbi asked other women punched the grains with grains puncher to make noise which distracted the ghost and fairies. The morning become before they complete the boat. And the ghost and the fairies run away leaving sangkuriang. Sangkuriang great angry and kicked the boat to the down side and turned into a mountain called tangkubanprahu. (Re-written from www.st.rim.or.jp)

H. Basic Assumption

Speaking is an important skill in learning foreign language, because to communicate with other people in the world we often used English speech. And speaking can also express their idea, see, and feel. The problems in teaching speaking are the low motivation and sometime the students afraid of making mistake when they speak English. So, the researcher chooses retelling short story practice as the technique in teaching speaking. The researcher hopes this research give motivation to the students to be more active in speaking class, and can also give many opportunities to practice knowledge to improve the students speaking competence.