the teacher’s initiator in teaching speaking skill for the fifth students

CHAPTER I

INTRODUCTION

A.  Background of the Study

In Indonesia, has taught English as a foreign language since the national independence on the 17^th of August 1945. And  nowadays, English is already taught as local content subject at elementary schools in Indonesia, English has been taught all level; Elementary School, Junior High School, Senior High School, and University.

In studying English, students develop four skills, consists of: writing, listening, reading, and speaking. Every skill has own goal to reach as the requirement of taught mastery. And unavoidable English is not easy to learn by the students moreover at elementary school as the beginning of the study. Even English has nowadays been taught at elementary school to introduce basic concepts of English. For them, English is likely to be one difficulty in learning moreover is speaking skill because speaking is the ability that requires the process of communicative competence, pronunciation, intonation, grammar and vocabulary improving. This phenomenon makes many students have incapable in English especially speaking skill. So, in order to teach speaking successfully, a teacher should concern about the quality of the teacher, students’ motivation, and interest. The use of media, techniques, or an appropriate strategy will help the students to reach the objective of teaching (Jazadi, 2008, p.12).

Learning English especially speaking is exactly a hard working for people who work in this field and obviously it needs any longer time to make them able to speak well as stated by (Andrew, as cited in Jazadi, 2008) “language learning is a hard work. One must make an effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known required at every moment must be maintained over a long period”. In line with this statement, a teacher should apply many kinds of techniques or methods in teaching learning process in order to get satisfactory result in teaching learning process. Therefore, the teacher should choose a good technique, strategy, approach or method to be presented in teaching learning process because a teacher has role in classroom activity.

Hadi (2010, p.2) says that the role of a teacher are; first teacher as instructor. In this case, teacher is the main information sources and teacher ought to master the material, teaching method and how to evaluate the students. The second one is teacher functions as an educator. In this case, the teacher leads the students’ attitude, mentality and good characteristic. And the third is a teacher as a manager. It relates to teacher’s question in classroom interaction and in this case, a teacher is one of learning resource in the classroom. So, a teacher should be creative and innovative in teaching and learning process. Teacher hopefully understands about classroom situations, conditions and the students’ differences to help him or her to get the learning goals. It aims at attracting the students’ motivation in teaching learning process.

Based on the explanation above, in order to teach speaking successfully, a teacher should concern about the quality of the teacher, students’ motivation, and interest. Related to speaking successfully, Penny Ur (1996, p.120) suggests that one of characteristics of successful speaking classroom is ones where learners talk a lot. Thus if the classroom is spent too much time by the teacher, the learners will be poor-motivated and are unwilling to communicate. Meanwhile, according to McDonough (2003, p.142), to create the good outcomes of students’ participation in speaking, a teacher should involve them in doing materials or tasks. Thereby some talkative participants only that yield good outputs of teaching and learning should not dominate classroom activity. Such above depicted description of teaching and learning process, a teacher who gradually handles a teaching and learning activity has a duty to find out the brilliant strategies for successful learning in teaching speaking. He also should be able to make students to comprehend on certain materials creatively then to stimulate students’ performance because a teacher is not a central focus in learning. Teaching speaking focuses on making students active and creative. Students dominate the process of learning speaking; afterwards, it is dominated by the teacher or instructor. In this case, teacher is only a facilitator and controller who create the material, method, and technique not only master of the subject knowledge but also master of classroom situation and knows how to handle the class for effective learning of the students (Emmer, as cited in Hadi, 2010).

Based on the above phenomenon, the present researcher intends to investigate a study entitled “The Teacher’s Initiator in Teaching Speaking Skill for the Fifth Students of SDN 7 Aikmel in the School Year 2011/2012”.

B.  Focus of the Study

In order to investigate more deeply, the subjects of the study are limited to the fifth students of SDN 7 Aikmel in the school year 2011/2012 while the object of the study is limited to the teacher’s initiator in teaching speaking skill.

C.  Statement of the Problem

Based on the background of the study above, the present researcher formulates the statement of the problems as follow:

1.      What is the teacher’s initiator in teaching speaking skill for the fifth students of SDN 7 Aikmel in the school year 2011/2012?

2.      What is the teachers’ problem in teaching speaking skill for the fifth students  of SDN 7 Aikmel in the school year 2011/2012?

D.  Purpose of the Study

Based on the statement of the problems above, the purposes of this study are:

1.        To describe the teacher’s initiator in teaching speaking skill for the fifth students of SDN 7 Aikmel in the school year 2011/2012.

2.        To describe the teachers’ problem in teaching speaking skill for the fifth students of SDN 7 Aikmel in the school year 2011/2012.

E.  Significance of the Study

The result of this study is intended to give contribution in teaching English both theoretically and practically.

1.     Theoretical Significance

a.       The results of this study are expected to be able to add some concepts of knowledge in order to increase teachers’ competence, especially in teaching speaking skill.

b.      The results of this study are expected as reference for other researcher who intends to conduct further research about this study.

2.  Practical Significance

a. The findings of this study are expected to be able to contribute any use for language teachers in teaching English and help the teachers solve the problems in teaching especially speaking skill.

b. The findings of this study are expected as guidance for language teachers in teaching English language mainly to increase the students’ achievement in speaking English.

 

CHAPTER II

REVIEW OF LITERATURE AND HYPOTHESIS

A. Review of Literature

1. The Components of Teaching and Learning Process

In the process of teaching and learning, many components are involved. Those components are separated but inter-related each other. When one component is missing, the process of teaching and learning cannot run smoothly. H.J Giono (1997, p.20) divides the components of teaching and learning process into seven components: they are student, teacher, goal, material, method, media, and evaluation.

a. Students

Student is the seeker, the receiver, and the saver of the subject material needed to achieve the goal. In teaching and learning process, the students are the ones who seek for knowledge from the teacher. They receive the material that the teacher gives to them which is then saved for future use. The material or skills they have are used to achieve the goal which has been set and stated in the beginning of the lesson.

b. Teacher

Teacher is the manager of teaching and learning activities, and the teaching and learning catalyst. He also has other roles in making teaching and learning process go effectively.

c. Goal

Goal is a statement about the intended changes which could be achieved after following certain teaching and learning process. These changes involve the affective, cognitive, and psychomotor areas. The goal of the teaching and learning process should be realistic and suited with the needs of the students.

d. Material

Material is the amount of information about the facts, principles, and concepts, which are needed to achieve the goal. The material used in the process of teaching and learning should be suitable with the subject being learned and also the students’ knowledge.

e. Method

Method is the way in giving the chance to the students to get the information, which is needed to achieve the goal. A good teacher uses a various method in order to avoid students’boredom.

f. Media

Media is a device use for conveying the information to the students so that they can achieve the goal easily. By using media, it is expected that the students will be more interested in the subject they learn.

g. Evaluation

Evaluation is a certain way used for evaluating the process and its result. It is given to all of the teaching and learning components and it also gives the feedback to the teaching and learning components.

The explanation above shows that teaching and learning process involves many components which are enclosed together to reach the goal of education. When one of those components is missing, the teaching and learning process cannot run as smooth as when all of them are present.

a. Effective Teachers

Teachers are the key point in determining the teaching quality. Effective teachers will teach their students effectively. Students tend to like teachers who are close and care with them. Students will like teachers who are kind to them more than those who are not, even though they are smart teachers. As a result, students will be more active in a class when the teacher who is teaching is the teacher they like. Arends (1997, p.5) states “effective teachers seek authentic relationship with their students, have positive disposition toward knowledge, command a repertoire of teaching practices, and are reflective problem solvers.”

Another definition of effective teachers comes from David Ryan. Ryan defines effective teachers as those who are “fair, democratic, responsive, understanding, kindly, simulative, original, alert, attractive, responsible, steady, poised, and confident” (Ryan & Cooper, 1984, p.305). It means that an effective teacher is always fair to his students. Fair does not always mean give the same amount of something, but fair means give as big as they need. As a teacher, he should know that students are born with different character he should face. He should also be democratic. An effective teacher is always wise in facing any suggestions from other people for him because he understands that those suggestions will improve his teaching quality. He gives response to his students in a positive way as a result of his understanding towards students’ behavior.

Students having effective teachers tend to have good achievements. It may happen because the teachers have effective ways to conduct a good teaching. The plan their lesson and are prepared to what might happen to their class. An effective teacher always starts each new lesson by previewing the last lesson. The teacher gives a brief explanation related to the topic in the previous lesson. The students are also given chances to ask if there are still some difficulties they have in understanding the topic. This activity is very important to do because students might have difficulties in learning the previous lesson which might be related to the next topic they are going to learn. It is hoped that by doing this activity, it will be easier for the students to understand the topic that they are going to have.

An effective teacher also states the objective of the lesson before the teaching and learning process takes place. By doing so, the teacher expects that the students will be stimulated to prepare themselves with their background knowledge they have related to the topic they are going to have so that they will be easier to understand. Another characteristic of an effective teacher is that he transfers the new material by presenting it in step by step. It is important to do because by presenting the lesson step by step, the teacher will be put at ease in delivering the material because he has organized what he is going to tell to the students. This also avoids the untold materials which usually happen when the teacher does not present the lesson in step by step. He needs also to give understandable instruction and explanation to his students. Although a teacher has presented his lesson step by step, it is no use if the students do not get what the teacher means. Therefore the teacher should minimize this possibility by giving an understandable instruction and explanation.

The students need time to practice what their teacher has explained to them. In this case, a teacher has a duty to give the students chances to do it. It can be in the form of written and oral exercise. The problem which then might come arise is that there are some students who are not confident to contribute themselves in the oral exercises. A teacher should draw their interest in participating in the exercise by giving them numerous questions that they have to answer. The teacher’s questions can also be used to check how far the students learn.

According to Rosenshine (1997, p.365), characteristics of an effective teacher are:

a.    Starts each new lesson by previewing the last lesson. Teacher starts the meeting by previewing the topic they had before. This can be done through giving a brief explanation about the previous material or by giving chances for the students to ask what they have not understood about the previous material.

b.    States the objectives of the lesson. Stating the objective before the teaching and learning process run is important. It stimulates the students to prepare themselves with the background knowledge they have related to the topic they are going to learn.

c.    Transfers the new material by presenting step by step. Teaching with ordered steps anticipates the teacher from any possible missing material while he is running the teaching and learning process. Sometimes teacher do what is called as “jumping”. He doesn’t present the material in a good order so that the students get confused with what the teacher is really talking about. By presenting the material step by step, it is hoped that this problem will not happen.

d.   Takes understandable instructions and explanations. Students sometimes do not understand the instructions or explanations their teacher gives. They have no idea with what the teacher is trying to say. It is good for the teacher to give instructions or explanations with words which are familiar to the students so that the students will understand the instructions or explanations better.

e.    Provides much time for students to practice. The goal of language learning is to make the students to be able to use the language. Students are hoped that by the end of the learning process, they will be able to apply what they have already got, in this case the language. Teacher, as the facilitator, should provide chances for the students to use their language.

f.     Gives numerous questions. In the management of learning, questions fulfill numerous functions in the classroom. By asking questions, the teacher can elicit information, check students’ understanding, or control students’ behavior.

g.    Conducts warming up activities. Teachers can draw students’ interest in learning a certain subject by conducting warming up activities. This kind of activity can be done through many ways. Some of the ways teachers usually use are by giving questions related to the subject or by doing games with the students.

h.    Gives feedback and corrections. Making mistakes is a healthy part of the learning process. Mistakes and its correction can provide the learner with valuable information on the target language. The teacher should consider when and how he will give feedback and corrections to students’ mistakes.

i.      Provides explicit instructions for seatwork. The ability to provide clear instructions is an important management skill for all teachers. Clear instructions are critical to the success of classroom tasks and exercises.

j.      Carries out test weekly and monthly. Periodic test is needed to know how far students learn. The information that the teacher needs about students’ understanding related to certain materials can be obtained by conducting this activity.

b.      Teacher and Learner Role

The roles which the teacher and the learners choose to adopt will have a significant bearing on classroom atmosphere, patterns of interaction, and ultimately student learning. The teacher and the students will adopt a range or roles. The decision in choosing certain roles may lead to complications, confusion, and even conflict between the teacher and the learners

Teacher, as the key point in determining the quality of teaching and learning process, serves many roles. These roles are handled by a teacher in order to reach the goal which has been set by the teacher. According to Breen and Candlin (1980) in Richards and Rogers (2001, p.167) teacher has three main roles in the communicative classroom:

“The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles from the teacher; first, as an organizer of resources and as resource himself, second as a guide within the classroom procedures and activities…a third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities.”

The roles of teachers given by Breen and Candlin above shows that the first role of a teacher is as an organizer of resource and as resource himself. It means that while teacher functions himself as an organizer of resource, at the same time he is the resource himself. He arranges the material he gets for the students while on the other hand he transfers his own knowledge to his students. The second role of teacher is as a guide. Here, teacher gives model to his students in doing something related to the topic they are learning. He shows the students how to do certain activities in order to avoid students’ misunderstanding about the teacher’s instruction. The third role of a teacher is as a researcher and also a learner. A teacher, while conducting the teaching and learning process, researches his lesson. His research is related with how well he runs his lesson. The result of his research is then used by him to learn a better way or method which can be used in his class in order to have a better teaching and learning process.

Meanwhile, according to Harmer (1991) in Nunan and Lamb (1996, p.138) there are many roles that teacher should be held, those are:

1.    Teacher as a controller

The controller role is appropriate at those times in the lesson when the teacher wants the whole class to be attending to what they have to say, for example, when setting up a new activity, providing explanation or giving feedback. Harmer recommends that most classrooms need the teacher as controller and as facilitator.

2.    Teacher as assessor

The teacher corrects or provides feedback to the students. Teacher should know when and how he can correct and give feedback to his students. Hypercorrection can cause the students to be less confident in expressing their ideas. That is why the teacher should know the time when he needs to be an assessor and the time when he does not need to.

3.    Teacher as organizer

The teacher as organizer is when the teacher needs to organize his class to be what it should be. The teacher role as an organizer is believed as the most difficult role to hold by a teacher.

4.    Teacher as prompter

When a teacher is as a prompter, he needs to encourage students to participate or to provide information on procedural issues.

5.    Teacher as participant

Harmer points out that there is no reason why teacher should not participate as an equal participant in communicative activities such as role plays and simulations.

6.    Teacher as resource

Teacher should provide information and assistance for his students as needed.

7.    Teacher as tutor

Teacher has to help the students to clarify ideas, point out errors in rough drafts, etc.

8.    Teacher as investigator

In this role, teacher furthers his own professional competence through the observation and investigation of process of teaching in his own classroom.

Another opinion related to the role of teacher is given by Wright (1997, p.49). He says that teachers have two major roles in the classroom:

1.    To create the conditions under which learning can take place: the social side of teaching

2.    To impart, by a variety of means, knowledge to their learners: the task oriented side of teaching.

A teacher has also roles which are sometimes other people cannot see. There are some hidden but important roles a teacher should bear. Barnes in Wright (1997, p.63) states that there are some hidden roles of teacher:

1.    The teacher is evaluator of learners’ efforts and contributions. The teacher judges whether learners’ contributions to the teaching/learning process are valid, relevant, and correct.

2.    The teacher is a guide to the subject under consideration and the way in which it is learnt in the classroom. He is also the curator of the rules for acquiring knowledge.

3.    Closely linked to the guide role is the role of resource. The teacher is a resource of knowledge about the subject and also how to acquire it.

4.    The teacher is also, as implied by (2) and (3), an organizer. The teacher organizes classroom activities, sets up learning tasks and assists the learners in doing these activities.

If a teacher bears many roles in the process of teaching and learning, the learners also have many roles they have to choose. Johnson and Paulston (1976) in Richards and Rodgers (1993, p.23) spell out learner roles in an individualized approach to language learning in the following terms:

a.       Learners plan their own learning program and thus ultimately assume responsibility for what they do in the classroom. This role can only take place if the students themselves, as the learners, understand how the process of learning will be. By understanding how the learning process should run, the learners will place themselves in a position so that there will be no confusion or even conflict with the role of the teacher.

b.      Learners monitor and evaluate their own progress. Students, as the actor of learning, should be aware of their progress. They need to monitor their learning and evaluate it in order to develop their competency.

c.       Learners are members of a group and learn by interacting with others with other learners. The students are parts of a bigger group that is the classroom. In a classroom, they learn a certain subject with other learners. That is why the students should interact with their peers and environment.

d.      Learners tutor other learners. In a classroom, there are many different students with different level of understanding. Some of the students can understand the material easily while the others cannot. When it happens, it is a good time for the students who have better understanding to teach other students who have not understood.

e.       Learners learn from the teacher, from other students, and from other teaching sources. Beside from the teacher, the students should be active learners by learning from other sources such as their friends or seeking for other teaching sources. By doing so, it is expected that they can learn the subject optimally.

Supporting the previous opinion about learner role, Nunan, D & Lamb (1996, p.80) states that there are wide varieties of learner roles which are possible in the language class:

1.    The learner is an interact or and negotiator who is capable of giving as well as taking;

2.    The learner is a listener and performer who has control over the content of learning;

3.    The learner is involved in a process of personal growth;

4.    The learner is involved in a social activity, and the social and interpersonal roles of the teacher cannot be divorced from psychological learning process; the learner must take responsibility for their own learning, developing autonomy and skills in learning how-to learn.

The students, as the learner, should choose the right role at the right time. It means that the role of the learner and the role of the teacher should be matched each other so that the teaching and learning process can run smoothly. This is also an effort done by both side of teaching and learning component to avoid confusion or conflict which might come arise.

2.      Concept of Speaking

Speaking is the capability to articulate the sound expressing and delivering thought, opinion, and wish (Tarigan, 1985, p.21). In daily life, speaking is an activity to express thought and feeling orally. It means that, speaking is the fundamental medial to convey messages, knowledge, emotions, feelings, ideas and opinions directly to the others. So, speaking is an activity delivering language and communicating ideas, thought orally.

 Morrow (as cited in Susilawati, 2010) states that speaking is typified as an activity involving two (or more) people in which the participants both hearers and speakers have to react to what they hear. While, Spratt (as cited in Susilawati, 2010) defines that speaking is a productive skill which involves using speech to express meaning to other people.

Meanwhile, Hornby (1995, p.78) states that capacity or power to do something physically or mentally. This ability is already existed when the people is born. Therefore, ability is also a capacity which is existed in people itself. Furthermore, speaking ability is the capability of human to speak well and right in delivering a message, a whishes, a thought and an opinion.

Speaking is “the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of contexts” (Chaney, 1998, p.13). Speaking is a speech production that becomes a part of daily activities which involve interaction.

a. The problems in Teaching Speaking

Brown (2001, p.269) explains the difficulties in the teaching of speaking and the factors that make the difficulty in speaking are as follows:

1.    Affective Factors

One of the major obstacles learners have to overcome in learning to speak is the anxiety generated over the risks blurting things out that are wrong, stupid or incomprehensible, learners are reluctant to be judged by heaves because of the language ego that informs people ‘you are what you speak’.  

2.    Interaction Effect

Learners find difficulty attempts to speak because of the interactive nature of communication. For the learner, the matter of what to say is often eclipsed by conversation of how to say things, when to speak, and other discourse constraints.

Ur Penny (1996, p.121) states four problems in the speaking activities:

1.    Inhibition

Learners are often inhibited about trying to say things in a foreign language in the classroom. They are worried about making mistakes, fearful of critism or losing face, or simply shy of the attention that their speech attracts.

2.    Nothing to say

Even if they are not inhibited, one of ten hers learners complains that they can’t think of anything to say, they have no motive to express themselves beyond the guilty feeling that they should be speaking.

3.    Low or uneven participation.

Only one participant talk at time if he or she is to be heard, and in large group, this means that each one will have only little talking time. This problem is compounded by the tendency of some learners to dominate the activity, while others speak very little or not at all.

4.    Mother tongue use

In classes where all, or a number or the learners share the mother language, they may tend to use the mother tongue because it is easier, and because they feel less ‘exposed’ if they are speaking their mother tongue.

b.   Characteristics of Spoken Language

According to Harmer (2001, p.271) the characteristic of spoken language are as follows:

1.    Clustering

Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively physically through clustering.

2.    Redundancy

The speaker has no opportunity to make meaning deliver through the redundancy of language.

3.    Reduced Form

Construction, elision, vowel, all form special problem in the teaching spoken English.

4.    Performance Variables

One of the salient differences from native speaker and non native speaker of a language is in their hesitation phenomenon.

5.    Colloquial Language

Make your students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in the producing three forms.

6.    Rate of Delivery

Learners achieve an acceptable speed a long with other attributes of fluency.

7.    Stress, Rhythm and Intonation

The stress timed rhythm of spoken English and its intonation patterns convey important message.

c. Techniques of Teaching Speaking

According to Penny Ur (1996, p.131) notes that there are four techniques in teaching speaking, namely:

1.   Dialogue

This is a traditional language learning technique that has gone somewhat out of fashion in recent years. The learners are taught a brief dialogue which they learned by heart. They then perform it; privately in pairs of publicly in front of whole class. Particularly for beginners or the less confident, the dialogue is a good way to get learners to practice saying target language utterances without hesitation and within a wide variety of contexts; and learning by heart increases the learner’s vocabulary of ready-made combination of words or ‘formulae’.

2.   Plays

These are an expansion of the dialog technique, where a class learns and performs a play. This can be based on something they have read; or composed by them or the teacher; or an actual play from the literature of the target language. Rehearsals and other preparation are rather time-consuming but the result can contribute a great deal both to learning and to learners confidence and moral. The production of the class play is perhaps most appropriate for the end of a course or a year’s study, performed at final party or celebration.

3.      Simulation

In simulations the individual participants speak and react as themselves, but the group role, situation and imaginary one. They usually work in small groups, with no audience. For learners who feel self-conscious about acting someone else, this type of activity is less demanding. But most such discussion does not usually allow much latitude for the use of language to express different emotion or the relationship between speakers, or to use interactive speech.

4.      Role Play

Participants are given a situation plus problem or task, as in simulation; but they are also allotted individual role, which maybe written out on cards. This is virtually the only way we can give our learners the opportunity to practice improvising a real-life spoken language in the classroom, and is an extremely effective technique if the students are confident and cooperative; but more inhibited or anxious people find role play difficult and sometimes even embarrassing. Factor that contributed to a role play’s success are: making sure that the language demanded is well within the learners’ capacity; your own enthusiasm careful and clear presentation and instruction. A preliminary demonstration or rehearsal by you together with a student volunteer can be very helpful.

5.      Story telling

Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class.

Meanwhile, according to Brown (as cited in Susilawati, 2010) there are some principles techniques of teaching speaking in the classroom, they are:

1.      Use technique that covers the spectrum of learner need, form language based focus interactions meaning and fluency.

2.       Provide intrinsically motivating technique.

3.       Encourage the use of authentic language in meaningful context.

4.       Provide appropriates feed back and correction.

5.       Capitalize on natural link between speaking and listening.

6.       Give students opportunities to initiate oral communication.

7.       Encourage the development of speaking strategies.

d.  Skills of Speaking

Brown (2004, p.142)  explains that a list of speaking skill can be drawn up for the purpose to serve as a taxonomy of skills from which we will select one or several that will become the objectives of an assessment task. The micro and macro - skills total roughly 16 objectives to asses in speaking are described.

The micro-skills, to producing the smaller chunks of language such as: phonemes, morphemes, words, collocations, fluency, and phrasal units. The macro-skills imply the speaker’s focus on the larger elements: accuracy, discourse, style, cohesion, nonverbal communication, and strategic option. They are as follows:

1. Micro - Skills

a)    Producing difference among English phonemes and allophonic variant.

b)   Producing chunks of language of different length.

c)    Producing English stress patterns, words in stressed and unstressed positions, rhythmic structure and intonation contours.

d)   Producing reduced forms of words and phrases and

e)    Using an adequate number of lexical units (words) to accomplish pragmatic purposes.

f)    Producing fluent speech at different rates of delivery.

g)   Monitoring one’s own oral productions and use various strategic devices-pause, fillers, self-corrections, backtracking-to enhance the clarity of the massage.

h)   Using grammatical word classes (noun, verb, adverb, etc), system (e.g. tense,     agreement, pluralization), word order, patterns, rules, and elliptical forms.

i)     Producing speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.

j)     Expressing a particular meaning in different grammatical form.

k)   Using cohesive devices in spoken discourse.

2.  Macro - Skills

a)    Accomplishing appropriately communicative function according to situations, participants, and goals.

b)   Using appropriate styles, registers, implicative, redundancies, pragmatic conventions, conversation rules, floor keeping and - yielding, interrupting, and other sociolinguistics features in face to face conversations.

c)    Conveying links and connections between events and communicating such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.

d)   Conveying facial features, kinesics, body language, and other nonverbal cues along with verbal language.

e)    Developing and using 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 your interlocutor is understanding you.

e.  Factors in Influencing Speaking

In accordance with the factors that can influence speaking ability o the student, there are four components of speech should be noted; pronunciation, vocabulary, grammar, and comprehension. According Haris (as cited in Susilawati, 2010) pronunciation includes vowels, consonants, and stress and intonation patterns.

In speaking, perfect pronunciation of all sounds in not necessary in order to communicate, but lack of the ability may influence sound of the words that utterance. If the students are having difficulty with any given sounds, the teacher should assist them by describing tongue and lip movements Chastian (as cited in Susilawati, 2010).

In accordance with the components of speaking, Chastian (as cited in Susilawati, 2010) gives explanation that vocabulary items are needed to talk. Vocabulary is normally studied in dialogue or conversation. This way will help the students to be more active in communication.

Communication in speaking will run smoothly if its grammar can be understood. In order to be understood, the students should organize the words in the sentences compactly and efficiently. They should build grammatical sentences in order the listener can easily catch the meaning is carried in their utterances.

The next component of speaking is comprehension. It involves combining all of speaking skill. To get message from the conversation, a speaker will do the speaking skill Chastain (as cited in Susilawati, 2009). In the process of communication, there are some influencing aspects in speaking. The sentences above focus in factors in speaking ability on grammatical or structural system and it is used in real communication.

Meanwhile, Munir, as cited in Cahyono (1997, p. 2) expresses two factors in influencing speaking, they are:

1.    Internal Factor

Internal factor is an element that effect learning process where this element exists on the learner and it is called entering behavior. There are some components of internal factor such as; (1) physical factor, (2) intelligence factor, (3) emotional factor, and (4) talent. Purwanto (1985, p.35):

a.    Physical factor

Physical condition of a person may affect in part of his/her activities. For example, having fat body may need longer movement rather than thin body. It means that, people physical condition has very important role to capture knowledge and information. It is a place where the knowledge and information is processed. If the physical condition is un-compliable, it can not receive knowledge and convey it to the others.

b.    Intelligence factor

Intelligence constitutes a unique characteristic possessed by people. It is already exists since the people is born. However, it can not out from environment because it is one of the factors to shape the intelligence itself. For example, even the student is big potency, but if there is not any supports from his/her environment, the student’s intelligence is not maximum. It is in line with the above statement, it means that the development of person is determined by the characteristic factors to the person itself, so that this factor importance role to develop student’s speaking ability.

c.    Emotional factor

The happiness, safeness and afraid are kinds of emotions. It can give effect to students’ activities in learning process. He/she can do everything enthusiastically as long as he/she feels happy and safe. So, the emotion of the learners is very influent.

d.   Talent factor

Talent is an ability of someone to solve his/her task well, without having a certain exercise and success in giving a good result for what she/he has done. This indicated that, talent is already existed since the people were born. Suryabrata (2002, p.161) defines “aptitude as predictable achievement and it can be measured by specially devised test”. Furthermore, Suryabrata, (2002, p.160) defines aptitude as a person’s capacity, or hypothetical potential, for acquisitions of a certain more or less well defined pattern of behavior in valves in the performance of a task respect to which the individual is little or no previous training. Then, to know the person’s talent, it can be measured by special test.

2.    External Factor

External factor constitutes a factor comes from outside of the learner. Referring to this problem, Paiman (1997, p.249) states that “the factors comes from outside of learner are non-social factor and social factor”.

a.    Non-social factor

Non-social factor consists of weather, times including morning, afternoon or night, condition of building and instruments used fro learning. Those factors are very determined in learning and teaching process.

b.    Social factor

Social factor is things accepted or acquired from the community particularly in family environment Purwanto (1987, p.78). In this case, social development is very complex and relates to each other. Most of students learn from out of school, he/she can acquire many things of how behavior is shaped, how relationship is build up and how to know each other.

B. Relevant Study

    In this part, the present researcher presents the relevant studies which were similar to this study. The first relevant study was done by Rohaniah (2008). She investigated about the effect of communicative approach toward students’ speaking ability for beginning level of the first year of MTs. NW Korleko in the school year 2007/2008.

There were two problems formulated in her study, those were “to what extent is the level of students’ speaking ability for beginning level of the first year of MTs. NW Korleko in the school year 2007/2008? And to what extent is the effectiveness of communicative approach toward students’ speaking ability for beginning level of the first year of MTs. NW Korleko in the school year 2007/2008?

The research design of the present researcher was pre experimental design by using one group experiment. The instrument used in collecting data was oral test in form of dialogue or retelling the story through the pictures.

The differences of these studies are viewed from the subject of the study. Rohaniah took subjects from beginning level of the first year of MTs. NW Korleko in the school year 2007/2008 and the present researcher uses the fifth students of SDN 7 Aikmel in the school year 2011/2012. And the similarities of both research are in investigating the main problem, that is speaking ability that caused by different independent variable.

The second relevant study was done by Furniawan Hadi. His research entitled “Characteristic of English Teacher’s Question at the Fourth Graders Students of SDN 5 Korleko in the school year 2011/2012”. The problem of this research was how is the characteristic of English teacher’s question at the fourth graders students of SDN 5 Korleko in the school year of 2011/2012?

The purposes of this research were to describe about the characteristic of English teacher’s question at the fourth graders students of SDN 5 Korleko in the school year of 2011/2012.

The method used in his study was descriptive qualitative. The population was all of the fourth graders of SDN 5 Korleko in the school year 2011/2012. In taking sample of the study, he used purposive sampling. The technique of collecting data, he used recording. His data collection was done based on the observation and interview.

       Based on the result of data analysis, the present researcher found that the referential question 8, display question 10, open question 5, and closed question 6. From this result, the characteristic of English teacher’s question at the fourth graders students of SDN 5 Korleko in the school year of 2011/2012 was display question. It is suggested that English teacher of SDN 5 Korleko in the school year 2011/2012 must try to ask question in the English firstly, and avoid use the vernacular or his mother tongue (Sasak language) as warming up before delivering the material and should use the good question to ask the students.

       The similarities of both research are in investigating the main problem, that is speaking ability that caused by different independent variable and it has the same level investigation; at elementary level. And the differences of these studies are viewed from the sample of the study. In this study, the present researcher’s sample is the fifth students whereas Funiawan Hadi’ sample takes fourth students as the sample of the study.

C. Theoretical Framework

In illustrating theoretical framework, the present researcher starts to think based on the teaching leaning process, especially in English, many problems and activities faced by the teachers and students. The successful of the students in learning English mostly is determined by both, teachers and students.

Other problems can reveal from the strange of the materials, confused and uninteresting situation when teaching learning process in the classroom. So the teacher’s duty is how to develop the students’ interest in studying English especially in speaking because speaking is process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts. So speaking is one of language components that have function to express feelings, opinions, ideas, and emotions (Chaney, 1998, p.13).

And can be said that learning English especially speaking is exactly a hard working for people who work in this field and obviously it needs any longer time to make them able to speak well as stated by (Andrew, as cited in Veronica, 2006) “language learning is a hard work. One must make an effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known required at every moment must be maintained over a long period”.

Based on the situation above, the teacher should apply an appropriate strategy, methods, or technique in increasing student’s skill. That is the challenging for a teacher, so he/she must work hard to make students gain the good result especially in speaking and to support it, an English teacher must also have qualified person, such as dedication, patience and love. Lacking of these factors may eliminate the possibility in teaching Seken (as cited in Susilawati, 2010).

In other instance, the students often get failed in speaking. They unsuccessed because of many factors such as uninterested in teaching learning situation, or do not like speaking. Based on the above condition, English teacher should be able to overcome the effective teaching learning problems. In this study has not only theoretical application but also practical as well. Theoretical application is the result of the study is intended to be one consideration for the English teacher applying any technique or in creating any strategies of teaching speaking. While, the practical application will be able to expand the researcher’s view and understanding how to make the students interested in learning English especially in speaking.

CHAPTER III

RESEARCH METHODOLOGY

A.  Research Design

Bodgan and Biklen (as cited in Moeleong, 2005, p.4) states that a qualitative research has some characteristics such as; (1) Having one natural setting as the data sources, (2) using the researcher as the key instrument, (3) having much concerned with the process rather than outcomes, (4) being descriptive in nature, (5) having much concerned with the utterance or words as the data rather than the number and, (6) analyzing the data inductively.

This study uses qualitative design because it is accordance with the aim of the study. It is designed to collect, describe, and analyze the teacher’s initiator in teaching speaking skill for the fifth students of SDN 7 Aikmel in the School Year 2011/2012.

B.  Setting of the Study

This study will be done at …….. until ……… 2012 in the first semester at the fifth students of SDN 7 Aikmel in the school year 2011/2012.

C.  Subject of the Study

In this part, the present researcher explains about population and sample of the study:

1.    Population of the Study

Gay (1992, p.125) notes that population is the group of interest to the present researcher, the group to which she or he is like the results of the study had generalized. While, Suharsimi (2002, p.109) defines that sample is the representative of population which will be analyzed

Based on this definitions above, it can be said that population is the whole subjects that is investigated. So, the target population of this study is all of the fifth students of SDN 7 Aikmel in the school year 2011/2012.

2.    Sample of the Study

According to Gay (1992, p.125), sample is a number of individuals for a study in such a way that the individuals represent the larger group from which they are selected. Reffering to this definition, the present reseacher takes one class from the total of population by using purposive sampling. As the result, the class V (fifth) is chosen as the sample of the study which consisted of 31 students.

D.  Collecting Data

1. Instruments of the Study

In a qualitative study, present researcher plays an important role as the key instrument. Thus, the researcher himself is the key instrument of the present study that applied some resource of data collection such as a writing pad, a tape-recorder, and a pen that is brought to the site (Hadi, 2010, p.23).

First, a tape-recorder is the main equipment is used in this study to obtain primary data in relation to the teacher’s initiator in teaching speaking skill in the school year 2011/2012. Second, a writing pad and pen is used to gather interview as secondary data regarding a situation or event that occurs along with the teaching speaking in the classroom.

2. Technique of Collecting Data

a.    Observation

According to Moleong (2005, p.173) observation that is done by researcher to see the phenomena, which exist in the field so that, the writer can collect data. This observation is one technique of collecting data that is simple.

Based on the theory above, observation that will be applied in this study is classroom observation which particularly is taken the types of a non participant observation. According to Moleong (2005, p.176), non-participant observation is useful because it has been well-planned in choosing condition of data has from observing condition. Such a type of observation is intended to maintain the natural context of classroom situation, where the subject is not disturbed by the presence of the researcher during English class.

Non participant observation, as data collection method, is applied to get supported data related to the teacher’s initiator in teaching speaking skill during teaching learning process in the classroom. This observation will be administered until one material is taught to the students accomplish.

In each session of observation, the present researcher records the subject utterances in teaching learning process. Then, the data is collected through a tape recording data for the analysis of the teacher’s initiator during teaching speaking skill. In addition, the present researcher as well takes the same notes on the situation or events that underline the application of the teacher in the classroom interaction. Then, the data is collected through a note-taking to support the analysis of the research question.

Observations component involves in this research relates to the teacher’s grammar, teachers’ vocabulary, teacher’ fluency, teacher’s accent, teachers’ comprehension, and strategies are used during teaching learning process to face his students in every situation in the classroom.

b.    Interview

Interview is communication with given meaning to get supporting data. It is conducted by: a. interviewer, b. interviewee. Moreover, the kind of interview is structured interview and un-structured interview. Structured interview is interview at which the interviewer has already made a list of questions before. Meanwhile, unstructured interview is which the question is not arranged before. It seems like a daily conversation (Meleong 2005, p.190).

In this interview process, the present researcher uses structured interview for the English teacher and the students based on the difficulties faced in teaching and learning activities and how to teacher overcome the problems and what is the strategy he is used to solve the problems in teaching speaking for the fifth students of SDN 7 Aikmel in the school year 2011/2012.

c.       Documentation

The other technique is used by the present researcher to collect data is documentation. Data are gotten from photo, transcript, books attendance list of students, and files which related with research focus above. Moleong (2005, p.141) says that in qualitative research, documentation technique is tool to collect data provided logically through opinion or acceptable theory.

Based on the explanation above, the data of this study which will be documented relates to: students’ problems in speaking, teachers’ solution or strategy to solve his students’ problems.

E.  Analyzing Data

Bodgan (as cited in Sugiono, 2009) states that data analysis is the systematically process of searching and arranging the interview transcripts, field notes, and other materials that researcher accumulates to increase her own understanding of them and to enable her to present what have she discovered to others. In line with this statement, in analyzing data of this study she analyzes the result of observation and interview transcript.