Overcome student’s inhibition by using chain

drill tehniquen in speaking skill

 CHAPTER 1

INTRODUCTION

A. Background of study

Language is symbol of human to communication and interact in each other that consist of
direct and indirect. Language of communication is the most complete and effective way to
convey idea, messages, intentions, feelings and opinion to other(Walja,1996;4). Based the
clarification over that language has many roles of human,s life and it is reflects both the
individual characteristics of a person, as well as the beliefs and practices of his or her
community. Language as the basically a system of communication where sound os signs.
In education, learn English is convey to the object, action and action. The goals of
language can be divided into external goals that related to actual second languge(L2) used
outside the classroon and the internal goals that related to the education aims of the
classrooom itself. Today english has really become a global language.It is very important
thing to mastering english by the students or everyone.

There are several factors that make the English language essential to communication in our
current time. First of all, it is the most common foreign language. This means that two
people who come from different countries (for example, a Mexican and a Swede) usually
use English as a common language to communicate. That’s why everyone needs to learn
the language in order to get in touch on an international level. Speaking it will help you
communicate with people from countries all over the world, not just English-speaking
ones. English is also essential to the field of education. In many countries, children are
taught and encouraged to learn English as a second language. Even in countries where it is
not an official language, such as the Netherlands or Sweden, we will find many syllabi in
science and engineering are written in English. Because it is the dominant language in the
sciences, most of the research and studies you find in any given scientific field will be
written in it as well. At the university level, students in many countries study almost all
their subjects in English in order to make the material more accessible to international
students. Communication plays a vital role in our daily life. To acquire good
communication, command on four language skills is important Reading, Writing,
Listening and Speaking. Speaking is a expression we use in the daily activities to give
something or information to other poeple. Tarigan(1990) state that speaking as the way of
communication influence our individual life strongly. Speakings is important. The first,
It is in order to become a well rounded communicator one need to e proficien in each oof
the four language skill. The second, as an effective speaker can gain the attention of the
audience and hold it till the completion of the message. The thirt, for a smooth running
of any system, the speaker of the language need to be especially and puspsefully trained
in the skill of speaking. The last, as a tool for communication. We communicate with
others, to express our opinion, or the other things.
The problems always we found in the classroom that the students were got inhibition in
theirself. Inhibition means that the students may also be worried about making mistake,
being criticized or losing face in front of the rest of the class. The other problems
sometime they got nothing to say, the low of participation and used mother-tongue. It is
because they do not accustomed to used english in the class everyday. The students’
difficulties in constructing senteces and utterances, and also low motivation to participate
in speaking activity caused by shyness and embarrass ment in making mistake.

The situation was getting worse because teacher’s fault in deciding the material and also
teaching tehnigue which made students felt bored and lost interest in the speaking class.
Morever, teacher did not explore student’s potential to speak as he did not provide many
chances for students to speak because the class was teacher-centered, teacher who talk a
lot and dominate in the class. This activities in the class make the students felt bored and
silent in the class room. For years, experts have totally given their mind in the study of
developing technique and methods to tech English as the second langiage in order to
improve the motivation oif the students in learning English. As the result a variety of
English teaching techniques and methods have been found and applied in every level of
education. One of them is Chain drill, A teaching technique That is created from the Audio
lingual Method firstly applied by Charles Fried (1945) of the University of Michigan
(Larsen-Freeman, 2000;35).

Teaching speaking by using Chain Drill Techique is started by the techer.Teacher

prepares questions to be asked to the student neasest with the theacher. Chain Drill give
studens an opportunity to speak their idea individually. The teacher listens and can tell
which students struggling and will need more practice. A chain drill also lest student used
 the expression in communication with someone, eventhough the communication is very
limited. Then, teacher addresses a question to the student nearest with her. After that, the
firts student responds to the teacher ‘s question. The eacher asks another questioin then
first student answer or respondes the questions give, the first student understand through
tescher’s gesture the he turns to the student, in turn, say her lines in question before. The
second student has finished, she greets and asks question to the stuent on the other side of
her. This cahin continues until all of the stuudents get a chance to ask and answer the
question. The last student direct the greeting and asking question to the teacher.

Chain Drill Technique is really fun and makes students enjoy the lesson. Teacher by using
chain drill technique will make student have fun and understand morepoint of the
materials given, morever it will improve student’s ability of speaking. That is the reseacher
choosen this technique .

Learn english not only students master the grammar or writing but also the must develop the
speaking skill. The challenge of learn speaking students always got many problem in practice
english. The important things is the role of how to create the tehnique in teaching speaking
skill.

B. Scope of the study

1. Subject
This research focus of X grade with a class of MA NURUL HAQ In Bima
2. Object
The researcher will experiment Chain drill technique in teaching speaking
C. Statement of the Problems
1. Is there any difficult in implemen of chain drill technique?
2. Is any influence of Chain drill technique to students in inhibition?
D. Purpose of the study

The goals of this study the first specially fo teacher is to identify students problems in
practice their speaking, to find the solution, to know which one the good tehnique, and
encourage the teacher to care and give pay attention student’s difficult. The second is the
students can improve their speaking skill is having fun and get motivate to study hard more.

E. Significant of theory
a. Theoretically
 This researcher hopefully will provide information for english teacher that chain drill is
an alternative technique to teach speaking skill and as additional information for futher
research.

b. Practically
1. It is expected to the english teachers about the influence of using chain drill technique
toward student’s tpeaking ability
2. Giving description to english teacher about how to apply Chain Drill technique in
teaching and learning procces
3. Motivate students in learning english to improve their speaking skill
4. It is motivated the reasearcher for participant in researcn of problems and make them
more be creativity.
 CHAPTER II

REVIEWS OF LITERATURE

A. Speaking skill
1. Definition of speaking.
Speaking is the productive skill. It could not be sapareted from listening, when we
speak we produce the text and it should be meaningful. In the natural communication,
we can find the speaker , the listener, the message and the feedback, Speaking could
not be saparated from pronuncation as it encourages learners to learn the english
sound. Harmer, (in Tarigan, 1990:12) Writes that when teaching speaking or producing
skill, we can apply three major stages, those are: Introducing new language, practice
and communicative activity. Based the explanation above that teaching speaking need
many activities we can do for improving students speaking. As the teacher have to give
the pay attention to the studen in learn speaking, the teacher must to know abouot what
the students’ difficult in speaking and they have to prove students’s problems. Wallace
(1978:998) Stated that oral practice (speaking) become meaningful to students when
they have to pay attention what are they saying. Thus, the students can learn better on
how to required the ability to converse to to express their ideas fluently with precise
vocabularies and good or acceptable pronuncation.

According to Ladouse (1991) Speaking is described as the activity as thge ability to

express oneself in the situation, or the activity to report acts, or situation in precise
word or the ability to converse or to express a sequence of ideas fluenty. From the
explanation above that speaking is what we say to what we see , feel and think. Whe
we something we want someone to hear us. So, in this procces we can call it is an
interaction between two sides.
2. Micro and macro of speaking skill
 Macro of speaking skill, here are skillsshould be implemented speaking
activities:
a. Appropriately accomplish communicative functions according to situations,
participans, and goals.
b. Use appropriate style, registers, implicature, redundancies pragmatic
conventions, conversion rules, floors keeping and yielding, interrupting,
and other sociolinguistic features in face-to-face conversation.
 c. Concey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feeling, news information
and given information, generallisation and examplification.
d. Convey facial feature, kinesics, body language , and other nonverbal cues
along with verbal language.
e. Devolep and use a battery of speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of
words appealing for help, and accurately assessing how well you
interlocutor is understanding you.
 Micro of speaking skills, here are some of the micro skill involved
in speaking:
a. Pronounce the distinctive sounds of a laanguage clearly enough so
that poeple can distinguish them. This includes making tonal
distinctions.
b. Use stress and rhythmic patterns, and intonation patterns of the
language clearly enough so that pople can understand what is said.
c. Use the correct forms of words. This may mean. For example,
changein the tense, case of gender.
d. Put words together in correct word older.
e. Use vocabulary approppriately.
f. Use the register or language variety that is approppriate to yhe
situation and the relantionship to the conversation patner.
g. Mking clear to the listener the main sentences\ constituens, such as
a subject, verb, object, by whatever means the language uses.
h. Making the main ideas stand out from supporting ideas or
information.
i. Making the discourse hang together so that poeple can follow what
are you saying.(11mk2.blogspot.com2012/07macro and micro of
skill speaking.)

Speaking compherence

3. Teaching speaking in senior high schools

There are many definitions of speaking that have been proposed by experts in
language learning. Brown (2001. P. 267) statet that when someone can speak a
language it means that he/she can carry on a coonversation. In additional , be statet
that the standard of successful language acquisition is almost always the
demonstration of an abiliity toaccomplish pragmatic goal through an interactive
discourse with other speakers of the language.

English language teacher hace continued to teach speaking jush as a repetition of

drill or memorization of dialogues. However , today’s world requires that the goal
of teaching speaking should improve student’s communicative skills because
students can express themselves and learn how to follow the social and cultural
rule appropriate in each coommuicative circumstance. Nunan (2005, P.47),
teaching speaking is equally important in children’s overall languge development,
children learning english as their native language spend time developing speakig
skill. If we were to visited the a class for native english speaking five years olds in
nort american, you would andoubtedly see children saying fingar-plays charts and
rthymens with hand of finger motions. They would also be singing the songs with
their teacher. Usually with the entire class sats together while everyone sings or
hants in unison. This is a regular and important part of the school day because
teacher working with young learners recognize how important it is for children to
develop strongs speaking skill.

The goal of teaching speaking is communiative efficience. So, in learning speaking

, students should be able to make themselves understood and they should try to
avoid confusion in the message due to its proonunciation , grammar and
vocabulary and to observe the social rule that apply in communication situation
when teaching speakin genglish as a foreigh language, teacher need to particularly
competen at organizing activities in the class and motivvating the students.
However, the teacher has to create activities that give students many
opportunities of communicating with their friend so, teaching speaking must be
enjoyable and fun activity that make the students fell secure to speak up and
express their feling freely.
4. Speaking assessment
Assessment is an ongoing proccess that encompasses a much wider domain.
Whenever a students responds to a question , offers a comment, or tries out a new
word or structure, the teacher subconsciously make a assassment of students’
perfomance. Written work-form a jotted down phrase to a formal essay is
perfomance that ultimately is assessed by self, teacher and possibly other
students(Brown,2003:4) .
Brown (2003:141) Statet as with all effective tests , designing appropriate
assessment tasks in speaking begins with the specification of objective or criteria.
Those objective may be classified in term of several types of speaking
perfomance:
a. Imitative
At one end of a continuum of types of speaking perfomance is ability to simply
parrot back( imitate) a word or a phrase or possibly a sentece. While this is
purely phonetic level of oral production , a number of prosodic, lexical and
grammatical properties of languange may be conclude in the criterion perfomance.
b. Initensive

A second types of speaking frequuuently employed in assessment context is the

prodection of short stretches of oral language designed to demonstrate competence
in a narrow band of grammatical, phrase, lexical of phonological relationship (
such as prosodic element-intonation, stress, rhythm, juncture), Example of
extensive assessment tasks include derected response task, reading aloud,
sentence and dialoge completion limited picture-cued task including simple
sequence and relantionship up to the simple sentence level.

c. Reponsive

Reponsive assessment task included interaction and test compherendion but at the
somewhat limited level of very short conversation, standard greeting and a small
talk, simple request comment and like.