THE EFFECTIVENESS OF PAIR WORK ACTIVITY ON STUDENTS SPEAKING SKILL IN ASKING AND GIVING OPINION (A Quasi-experimental Study at Eleventh Grade of SMK Pandawa Budi Luhur Jakarta in Academic Year 2019/2020) A Skripsi Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S. Pd (Strata 1) in English Education RAUDHATUL JANNAH ASSUBAIDI 11150140000060 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF JAKARTA 2019
104
Embed
UIN Syarif Hidayatullah Jakarta Official Website - …repository.uinjkt.ac.id/dspace/bitstream/123456789/48153...transactional texts for example; expression of suggestion, expression,
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
THE EFFECTIVENESS OF PAIR WORK ACTIVITY ON STUDENTS
SPEAKING SKILL IN ASKING AND GIVING OPINION
(A Quasi-experimental Study at Eleventh Grade of SMK Pandawa Budi Luhur
Jakarta in Academic Year 2019/2020)
A Skripsi Presented to the Faculty of Educational Sciences in Partial Fulfillment
of the Requirements for the Degree of S. Pd (Strata 1) in English Education
RAUDHATUL JANNAH ASSUBAIDI
11150140000060
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2019
i
ii
iii
SURAT PERNYATAAN KARYA SENDIRI
iv
ABSTRACT
RAUDHATUL JANNAH ASSUBAIDI (11150140000060). The Effectiveness
of Pair Work Activity on Students Speaking Skill in Asking and Giving
Opinion (A Quasi-experimental Study at Eleventh Grade of SMK Pandawa Budi
Luhur Jakarta Selatan in Academic Year 2019/2020), Skripsi of Department of
English Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University of Jakarta.
Advisor I : Dr. Nida Husna, M.Pd., MA TESOL
Advisor II : Dadan Nugraha, M.Pd.
Key Words: Pair Work Activity, Speaking Skill in Asking and Giving Opinion,
The objective of this study was to obtain the empirical evidence of the effect of
pair work activity on students speaking skill. The method used in this study was
quantitative through quasi-experimental research. The total sample was 48 from
24 students of XI-APH4 (experimental class) and 24 students of XI-UPW2
(controlled class) that were taken by using purposive sampling technique.
Instrument of this study was speaking test.The instruments used to gather the data
were students’ pre-test and post-test scores that were calculated and analyzed by
using IBM SPSS 24. The results were used to see if there was a significant effect
given by the variable x towards the variable y. The result of the study showed that
the post-test means score of the experimental class was 75.83 while the post-test
means score of the control class was 58.50. It showed that there is a significant
difference between the two classes’ posttest mean scores. The test of hypotheses
showed that sig 2 tailed (p) was 0.000 while alpha (a) was 0.050 (0.000 < 0.050)
which means that H0 (Null Hypothesis) was rejected and Ha (Alternative
Hypothesis) was accepted. Therefore, it can be proved that the use of pair work
activity was effective on students’ speaking skill in asking and giving opinion of
eleventh grade at SMK Pandawa Budi Luhur South Jakarta.
v
ABSTRAK
RAUDHATUL JANNAH ASSUBAIDI (11150140000060). Efektifitas dari
Penggunaan Kegiatan Pair Work terhadap Kemampuan Berbicara Anak
dalam Bertanya dan Mengemukakan Pendapat (Sebuah Penelitian Kuasi-
Eksperimen pada Siswa Kelas Sebelas di SMK Pandawa Budi Luhur Jakarta
Selatan Tahun Ajaran 2019/2020). Skripsi Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Pembimbing I : Dr. Nida Husna, M.Pd., MA TESOL
Pembimbing II : Dadan Nugraha, M.Pd.
Kata Kunci: Strategi Talking Stick, Kemampuan Berbicara
Penelitian ini bertujuan untuk memeroleh data empiris mengenai ada tidaknya
efek dalam penggunaan pair work activity (variable x) terhadap kemampuan
berbicara siswa (variable y). Metode yang di aplikasikan pada penelitian ini
adalah metode kuantitatif dengan desain kuasi eksperimen. Sample keseluruhan
pada penelitian adalah 48 murid yang terdiri dari 24 orang murid kelas XI- APH4
(kelas eksperimen), dan kelas XI- UPW2 (kelas kontrol) yang berjumlah 24 murid
yang diambil dengan menggunakan tehnik sampel purposive. Instrument yang di
gunakan dalam penelitian ini adalah tes berbicara. Datanya adalah nilai pre-test
dan post-test para siswa yang kemudian dihitung dan dianalisa dengan
mengggunakan software IBM SPSS 24. Kemudian, hasilnya di gunakan untuk
melihat apakah ada efek signifikan yang diberikan oleh variabel x terhadap
variable y. Hasil penelitian menunjukan bahwa nilai rata-rata post-test dari kelas
eksperimen adalah 75.83 sedangkan nilai rata-rata post-test dari kelas control
adalah 58.50. Ini membuktikan bahwa ada perbedaan signifikan diantara nilai
rata-rata kedua kelas. Test hipotesis menujukkan bahwa sig 2 tailed (p) adalah
0.000 sedangkan alpha (a) adalah 0.050 (0.000 < 0.050) yang berarti bahwa H0
(Hipotesis Nol) ditolak dan Ha (Hipotesis Alternatif) diterima. Oleh karenanya,
ini dapat dibuktikan bahwa penggunaan pair work activity memberikan efek pada
kemampuan berbicara siswa dalam bertanya dan memberikan pendapat pada kelas
sebelas di SMK Pandawa Budi Luhur Jakarta Selatan.
vi
ACKNOWLEDGEMENT
بسم هللا الّرحمن الّرحمن الّر حيم
In the name of Allah, the Beneficent and the Merciful
All praises be to Allah, the Lord of the World, who has given the writer
his mercy, guidance and strength to finish this research paper. Peace and
salutation be upon to the prophet Muhammad, his family, his companions, as well
as his followers.
By the grace of Allah the Almighty, the writer could finish her research
paper as one of the requirements for the degree of “S.Pd.” (Strata 1) at the
Department of English Education, Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University of Jakarta. Completing this research is not a
quick process and this study would not be able to complete without support,
motivation, advice, and help from the people behind this work.
Firstly, the writer would like to express her biggest gratitude to her
parents, Mr. Muhammad Subir and Mrs. Khotimah who always pray, support, and
motivate her all the time and also her lovely aunt and uncle, Mrs. Rumyani and
Mr. Marsaid and never miss it the writer’s sibling, Masluha Ulfiati, S. Pd., Nabila
Wardah and Alisa Rizqi El Zubeir for giving their huge support.
Secondly, the writer would like to express the great honor and sincere
gratitude to her advisors, Dr. Nida Husna, M. Pd. MA. TESOL and Dadan
Nugraha, M. Pd., for their valuable advice, patient guidance, kindness, and
correction during the process of writing this study.
Thirdly, the writer thought that she would never finish this research paper
without their supports and helps. Therefore, her sincere gratitude also goes to:
1. Prof. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational
Sciences.
2. Dr. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D. as the Head of
Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English
Education.
4. All lectures in Department of English Education for the precious
knowledge and patience to the researcher during her study at Syarif
Hidayatullah State Islamic University.
vii
5. Dr. Moh Suryadi Syarif, M.Pd., as the Headmaster of SMK Budi Luhur
Pandwa South Jakarta for giving permission to the writer to conduct the
research.
6. Musfiroh, M. Pd., as the English Teacher of SMK Budi Luhur Pandwa
South Jakarta, for all sincere help, time and guidance.
7. The students of XI APH and XI UPW of SMK Budi Luhur Pandwa
South Jakarta who are willing to contribute their effort during this
research.
8. All beloved friends of DEE B 2015 who have accompanied the writer’s
life during the study in university.
9. All of people, whose name cannot be mentioned for their contribution to
the writer during finishing this research.
May Allah rewards them all with the best kindness since those words are
not enough to express my gratitude. The writer realizes that this research paper is
far for being perfect, thus it is a pleasure to accept any suggestions and critiques
for the better writing.
Jakarta, 10th October 2019
The writer
Raudhatul Jannah Assubaidi
viii
TABLE OF CONTENT
APPROVAL SHEET ......................................................... Error! Bookmark not defined.
Appendix 6 Research Documentation………………………….…..…88
Appendix 7 Letter of Permissions…………………………….……….89
Appendix 8 Surat Keterangan Penelitian…………………….………..90
Appendix 9 Surat Bimbingan Skripsi…………………………………91
1
CHAPTER I
INTRODUCTION
In this chapter, the writer would like to introduce this study. It starts from
background of the study, identification of the problem, limitation of the problem,
formulation of the problem, objective of the study, and significance of the study.
Those would be explained below;
A. Background of the Study
According to the current curriculum in Indonesia named 2013 curriculum,
learning English has a goal that focus on increasing competence of students to be
able to use English in order to achieve communication goals in various contexts
both oral and written.1 Furthermore, English is a foreign language that should be
taught and become a compulsory subject for junior high school and senior high
school. In addition, based on the regulation Ministry of Republic Indonesia about
national standard education, English is one of the subjects that consist in national
examination for junior high school and senior high school.2
In this 2013 curriculum, teaching and learning English uses text as the based
in learning because it aims to support others subject that is expected can help
students to expand their knowledge about some topics of several subjects taught in
international scale.3 Generally, the main competence of English language subject
for senior high school is the ability of communication through skills of listening,
speaking, reading, and writing which consist in three types of texts, such as;
interpersonal, transactional, and functional. In Transactional text has a function to
changing any information. 4
Actually, there are several kind of texts include in
transactional texts for example; expression of suggestion, expression, expression
of thanking, asking and giving opinion.
1 A syllabus of English Learning at Senior High School (Ministry of Education and
Culture : Jakarta 2017), p. 1 (https://kemendikbud.go.id ) 2 A Copy of Regulation of Ministry of Republic Indonesia No. 32 (2013: National
Standard of Education. P. 16 (https://kelembagaan.ristedikti.go.id) 3 A syllabus of English Learning at Senior High School. 2017. Op. Cit. p. 1 4 Ibid., p. 6
Based on the English syllabus of senior high school, asking and giving
opinion is a topic that must be learned by eleventh grade students. In this topic
that explained in the text book of eleventh grade focused on discussing about
opinion on social issues such as; bullying, corruption, and pollution.5 However,
the basic competence of asking and giving opinion in curriculum is students are
demanded to be able to practice and construct shortly simple in asking and giving
opinion based on the context in writing and speaking.
Furthermore, similar to other skills in learning English language, speaking is
also important for students to practice especially in asking and giving opinion.
Assatriyan stated that speaking is essential part of second language learning and
teaching.6 She also explained that speaking is a process of learners to utter the
language in communication through the use of verbal in a variety of contexts or in
certain purposes in order to express idea, opinions, hope, and intention. However,
asking and giving opinion is unavoidable thing for human because human is
created as social creature which means people need other people to exchange any
information even from their opinions. In addition, speaking is able to help
students to achieve the goal of learning language which give students chance to
communicate by practicing or producing the language through oral.7 In hence,
Speaking in language skill is very needed for the learner.
Evidently, speaking as the target language is not easy to teach because to
speak the target language needs more than knowing its grammatical and semantic
rules.8 Harmer added that language feature and mental or social processing is
5 Ministry of Education and Culture, 2014. Bahasa Inggris; Stop Bullying now Stand up
and Speak out. Jakarta. P. 27 6 Susanna Asatryan. Activities contributing a great deal to the students’ interactive skill in
foreign language classes. Education Provision to Every One: Comparing Perspectives from
Around the World BCES Conference Books, 2016, Volume 14, Number 2. P. 16 7 Maher Mahmoud, A. Problems and Difficulties of speaking that encounter English
language students at Al Quds Open University. Dec 2016. Vol 5. International Journal of Humanities and Social Science Invention. www.ijhssi.org. p.96
8 Hendra Heriansyah. 2012. Speaking Problem. Lingua Didaktika Vol 6 No 1, Desember
2012. P.37. Retrieved from www.researchgate.net on 13 March 2019
necessary for ability to speak in fluent.9 Hence, it was found lots of problems that
were faced by the students especially in speaking of asking and giving opinion.
The first problem is from the language feature. Nina et.al in their research
discovered that students of junior high school in Pontianak had difficulties in
choosing the words to ask and give opinion which is caused by the lack of
vocabulary.10
It also happened when the writer was observing in SMK Triguna
Ciputat. Students only had limited vocabulary in asking and giving opinion which
made students reuse the same expression in asking or giving opinion. Based on
Oktaviana, et.al research after interviewed, it was found that students had
difficulties in expressing their idea. It caused their answer was not related to the
question and the structure also was not good.11
Second is from the mental of
processing. This problem was found from students of SMPN 1 Talaga by Swary
in her study that students were unable to speak English in the class. Because of
students were too shy to speak in front of class. They were afraid of being laughed
by their friends if they made a mistake.12
Besides that, problems are not always
faced by the students only but the teachers are also faced problems in teaching
speaking. Novita stated in her study that teacher couldn’t find ways to solve
students’ problem because the teacher had limited time to know students problems
and the teacher also felt difficult to communicate in English language with the
students.13
It also discovered by the writer’s personal experienced when
conducted an observation English teacher. The teacher only called one student to
come in front of class to speak about his opinion with her but she did not care
9 Jeremy Harmer, The Practice of English Language Teaching: Third Edition,
(England,Longman, 2001), P. 269 10 Nina Prastuti., Urai Salam, & Dewi Novita,. Improving Students ability in asking and
giving opinion by using hangman game. Vol. 2, No. 1 (2013) Jurnal Pendidikan dan Pembelajaran. P. 1 retrived from http://jurnal.untan.ac.id/ 13 April 2019
11 Silvi E. Oktaviani, Ernati., & Welya Roza,. An Analysis of the second year students’
speaking ability in asking and giving opinion at SMAN 7 Lubuk Buaya Padang. Vol. 4, No. 2
(2015. P. 2-3 retrived from http://ejurnal.bunghatta.ac.id 13 April 2019 12 Swary, Devi Novita. 2014. A Study of Students Problems in learning and speaking
English at the second grade of SMP Negeri 1 Talaga. Faculty of Tarbiyah and Teaching science of
syaikh nurjati state institute for Islamic studies Cirebon p. 1-2 13 Tria Novita. 2017. Students’ English speaking skill and activation method: the case of
one senior high school. Edukasi: Jurnal pendidikan dan pengajaran Vol. 4, No. 2, Dec 2017. P. 11
with others students even though they were noisy. After that, the teacher asked the
students to do some tasks in their book. In fact, students did not understand what
they learn when the write asked in English. This teaching and learning process
made students lack motivation and interest in learning English which were
claimed by the students as a difficult subject.
In line with what have explained above, These problems will give many
impact for the students and teacher such as; students will received bad score in
speaking besides that both teacher and students are not able to be achieved the
purpose of the syllabus which is students should be capable to write and speak in
English language. Because teachers is a planer which plays an important role in
teaching and learning, for this reason teacher should apply suitable strategy in
teaching which is appropriate to the students, material, and the times, so, that
make the students more interested in learning English. 14
Therefore, in order to
solve those problems above, teachers should have appropriate way in teaching and
learning in order to build cooperative and communicative in the class. In addition,
Zang interposed that trough cooperative learning helps students improving
productivity and providing opportunities for communication because it is acquired
in any kind of language classroom.15
Actually, there are many strategies in
cooperative learning such as; pair-work, group-work, jigsaw, talking stick, and so
on. Those strategies are good for students to apply in teaching and learning but it
should be check first whether it is appropriate to the students need or not.
Many studies have applied cooperative learning on their studies. Some of the
previous studies that have been done indicate that pair work which is one of the
cooperative learning. It is found that pair work is effective on increasing students’
speaking skills. According to Moaza in her study that pair-work is an effective
strategy to apply in EFL classroom. She found that her students were able to use
some of the language in their daily life after they had learned it during the pair
14 Jatmiko, The implementation of pair work to improve students’ English speaking to the
second semester at pharmacy program of health science faculty of Kadiri University. Journal of
teaching English and research. Vol. 2. No. 1, may 2017. P. 41 15 Zhang, Yan. 2010. Cooperative language learning and foreign language learning and
teaching. Journal of language teaching and research, vol. 1, p. 82, January 2010
5
work activity in the classroom. Then, students got more knowledge and
experience from their pairing about the language.16
This strategy also gives
opportunity for students to learn the language in a meaningful way.
Pair work is also used by Yulitrinisya and Narius in their study. This study
was done at second grade of junior high school with the topic of asking and giving
opinion. The result from their study is shown that students has more participation,
motivation and efficient.17
The other studies which are applied pair work strategy
is done by Jatmiko. It is shown from the result that the speaking score of her
student of pharmacy program in Kadiri University increased after applying the
pair work strategy. Besides that, it made classroom situation is active, enjoyable
and comfortable.18
Thus, it can be concluded that pair work is the strategy that has
a positive impact for students especially in speaking. Because of that pair work is
the strategy that used as the method in this research.
Concerning with the discussion above, the writer want to find out whether pair
work strategy effective to increase students speaking ability in conducting this
study under the title is “The effectiveness of pair work activity on students
speaking skill in asking and giving opinion” (A Quasi Experimental Research at at
eleventh grade of SMK Pandawa Budi Luhur South Jakarta in academic year
2019/2020).
B. Identification of the Problem
Based on the background of the study above, the writer concludes the
problems as follows:
1. Students have lack of vocabulary in choosing the words for asking and
giving opinion
2. Students have lack of ideas in expressing their opinion
3. Students have lack of grammatical structure in giving their opinion
16 Abdulla, Moaza. A. A. 2007. Enhancing Oral Communication skills by using pair work
strategies. Action research and intial teacher education in the UAE. P. 25 17 Yulistrinisya, Wuri. & Narius, Don. Using piar work technique in teaching speaking at
junior high school. Journal of English language teaching vol. 7. No 1. P. 162 18 Jatmiko. 2017. Op. cit. p. 50
6
4. Students have lack of confidence in delivering their opinion with friends
5. Teacher have lack of interesting way of teaching speaking in asking and
giving opinion
C. Limitation of the Study
To make this research becomes specific, the writer have to limit the study only
on finding the effectiveness of pair work activity on students speaking skill in
asking and giving opinion at eleventh grade of SMK Pandawa Budi Luhur South
Jakarta in academic year 2019/2020.
D. Formulation of the Problem
Based on the limitation problem above, the writer formulates the study as
follows:
1. Is pair work activity effective on students speaking skill in asking and
giving opinion at eleventh grade of SMK Pandawa Budi Luhur South
Jakarta in academic year 2019/2020?
2. To what extent is the effectiveness of students speaking skill in asking
and giving opinion using pair work activity?
E. Objective of the Study
The study aims at finding out whether pair work activity is effective on
students speaking skill in asking and giving opinion at eleventh grade of SMK
Pandawa Budi Luhur South Jakarta in academic year 2019/2020.
F. Significance of the Research
For the teachers, this can be a great tool to teach speaking. In promoting the
student-centered learning, pair work strategy can make them busy in learning, yet
so meaningful. Meanwhile, the teacher will no longer get tired of teaching
speaking. The pairwork, later on, can also be combined with other techniques of
teaching English.
For students, the result of this study is expected to give them a valuable input
about how to develop their speaking ability in English. It is important because one
7
of the aims of teaching English in Indonesia is to get them use the language. It can
train them and deal with the real situation. Other than that, this can be useful for
the classroom environment which makes the class enjoyable.
For further researchers, this study can be used as a reference to conduct in
further research when teaching speaking, in order to give a variety of teaching
strategy to apply.
8
CHAPTER II
LITERATURE REVIEW
This chapter presents the definitions and theories which are related to the
variables of this research. The supporting theories are needed to help in
conducting this research. The theories consist of the definition of speaking, the
elements of speaking, the classroom speaking activity, the nature of opinion, the
ideology of opinion, the type of opinion, the expression in asking and giving
opinion, definition of pair work, the advantages of pair work, the disadvantages of
pair work, teaching speaking through pair work, previous related studies, thinking
framework, and research hypothesis.
A. Speaking
1. Definition of Speaking
There are definitions of speaking that have been proposed by many experts in
language learning. Further, if we discuss about speaking, it is unavoidable to
speak about communication because speaking relates to communication.
As human being, we need communication. People need to express their idea
or exchange any information. In addition, people who are the listener could
understand the idea and received the information clearly. As stated by
McDonough, Shaw, and Masuhara that speaking is a skill that is used to produce
languages which include the communication goal such as expressing idea or
opinion.1 The ability of speak is the main basic of communication which
commonly used by people in interaction to understand the meaning of the
information.
Regarding to interaction which plays important role for human in social life,
Richard and Willy argue that actually, speaking is used for many different
purposes which depends on the context and situation where and when the speech
1 Jo McDonough, Christopher Shaw, and Hitomi Masuhara. 2003. Materials and Methods
in ELT: Teacher’s Guide, (Massachussets: Blackwell Publishing Ltd), p. 157
occurs.2 Thus when we are going to speak we already have our purposes. Richards
added some example in speaking goals such as; the purpose of using casual
conversation is for having social contact with people, it is like having a chit chat
with friend. Besides that, when we have a discussion with others, it might be ask
or share opinion. In some situation, we may use speaking to ask someone to do
and get something or tell some story or joke and so on.
Furthermore, according to Brown and George stated that learning to speak in
a foreign language is often assumed as one of difficult aspect of language
learning.3 Bailey added that in order to produce the language effectively, second
language learner must pay attention not only to social culture factor but linguistic
competence also important to be master such as; the sounds, words, and
grammar.4 Thus, Speaking is called as productive skill or oral skill because it
needs practice or utter the language fluently.
From all the discussion above, it can be concluded that speaking is a way of
communication between speaker and listener in transferring idea which include
the meaning for understanding each other’s. In addition, in every speaking activity
have different purposes so the communication goal can be achieved. However,
people as human life need express their opinion, ideas, hope, or feeling besides
people also must have good speaking skill in order to deliver the massage in the
most effective way.
2. Element of Speaking
Speaking has many components or elements which is the reason it is called as
a complex activity. According to Brown there are five aspects that should be
concerned by a speaker.5 It consists of grammar, vocabulary, comprehension,
2 Jack A. Richard, & Willy A. Renandya,. (2002). Teaching Speaking. Methodology in
Language Teaching. USA : Cambridge University Press. P. 201 3 Gillian Brown & George Yulliana. 2001. Teaching the Spoken Language. Cambridge
University Press. P. 25 4 Bailey Kathleen. 2004. Practical Engllish Language Teaching PELT Speaking. Mc Graw
Hill Companies, Incorporated. P. 3 5 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (New
York: Longman, 2004), p. 157.
fluency, and pronunciation. These elements commonly used to be the assessment
test in speaking.
a. Grammar
Grammar element is the main rule of the language which contains many
parts such as phonology, morphology, syntax, and so on. It is important for
language learner to know then they will are able to produce the language.
There are two classifications in viewing grammar. They are formal grammar
and functional grammar.6 The formal grammar focuses on the rule set of the
grammar in structure to be good sentences. On the other hand, the functional
grammar tends to describe the sentences with attention in the linguistic form
such as the semantics and pragmatics rule in order to deliver the
communication meaningfully.
b. Vocabulary
Another important element in teaching and learning speaking is
vocabulary. Vocabulary is list or collection of words that are used by people
in languages. Carter stated that the more you active or productive the
language is the more you receive many words.7 In this mind, when students
have memorized more the foreign language, it will help students to speak the
language easily. Hence, students need to be able to learn vocabulary in order
to receive many words with variation meaning in order to speak the language
in contextual.
c. Comprehension
Comprehension is the other element that is needed to be considered in
speaking. The goal of speaking itself is to deliver massages or information
while the listener is hoped to be understood from the massages. In this mind,
comprehension is important for speaker in order to convey the idea or
6 Carter, Ronald. & Nunan, David. (ed)., The Cambridge Guide to Teaching English
Speakers of Other Languages, (Cambridge : Cambridge University Press, 2001), P. 34 7 Ibid, p.43
information meaningfully. Thus, speaker has to understand what are the
content and the context of what we are going to say then we can get feedback
from the listener appropriately.
d. Fluency
In speaking activity has a goal to speak easily and effectively. Thornbury
explained that fluency is the ability of speaking of people as fast as well but
fast is not the most important one in speaking, pausing also needed.8
According to Brown that fluency is the ability to speak smoothly and flow
well in order to give understanding.9 He added that in communication
language teaching, fluency and accuracy are both important goals. Accuracy
focuses on the articulation, phonology, and grammar correct for students
spoken out put while fluency is the main goal in language teaching.10
Thus,
teacher should teach the student to speak or more practice the language in the
end they accustom to produce the language naturally.
e. Pronunciation
Pronunciation refers to the using of sound system inn speaking. The
sound system relates to how the sounds are produced. Annne and Christine
argue that pronunciation has important part in conveying meaning because it
used to get the idea through the sounds which are used in communication.11
According to Nunan that suprasegmental phonology is needed to know which
is as the element of pronunciation. It consists of three aspects which are
stress, rhythm, and intonation. 12
In line with these, when students has a good
pronunciation, the listener are able to understand the massage easily because
8 Thornbury, Scott. How to Teach Speaking. (London; Longman, 2005) p. 6 9 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, (New York: Pearson Education, 2001), p. 269 10
Ibid, p. 268 11 Burns, Anna. & Goh, Christine C. M. Teaching Speaking A Holistic Approach, (
Cambridge University Press, 2012) p. 94 12 David Nunan. 2015. Teaching English to speaker of others language. Routledge; New
York. P. 96
the communication is running well. Thus, teacher should be more aware to
teach pronunciation for students in order to create better communication.
3. Classroom Speaking Activity
There are many kind of activity in teaching and learning English language
especially in speaking but that all depend on the teacher planning and also student
need. Further, Harmer purposes some of speaking activity which can be applied in
classroom to expose students speaking ability. 13
They are:
a. Acting from a script
This type of activity allows the teacher to ask the students to act out scenes
from plays, course books or dialogues written by their own. Sometimes it can
be followed by filming the result. By giving students practice in these things
before they gave their performances, it means that acting out is both learning
and language producing activity. The example of this activities are playscript;
which provide students to play a drama which directed by the teacher, and
acting out a dialogue; which the teacher facilitate the students to perform in
front of the class in order to build the atmosphere of the teaching and learning
process.
b. Communication games
This type of activity makes use of games which are designed to provoke
communication between students. There are many games that can be used in
the classroom. It frequently depends on an information gap, so that one
student has to talk to the partner in order to do the required tasks.
c. Discussions
This activity need to be encouraged by the teacher in order to provide
productive speaking in language classes. It can be achieved by providing
activities which force students to reach a decision as a result of choosing
between specific alternatives in the discussion.
13 Jeremy Harmer, The Practice of English Language Teaching: Third Edition,
(England,Longman, 2001), p.271-274.
d. Prepared talks
This activity allows a student (or group of students) make a presentation
on a topic of their own choice. The talks are not designed for informal
spontaneous conversation. This activity represents a defined and useful
speaking genre and can be extremely interesting for both speaker and listener
if it is properly organized.
e. Questionnaries
This type of activity allows the students to design questionnaires of any
appropriate topic. The questioner and respondent have something to say each
other using the natural use of certain repetitive language patterns and thus are
situated in the middle of our communication continuum. The results obtained
from questionnaire can form the basic of written work, discussions, or
prepared talks.
f. Simulation and role play
This type of activities can be used to encourage the general oral fluency or
to train students for specific situations by simulating a real- life world. They
are suitable for students of English for Specific Purposes (ESP). It has three
distinct advantages. First, they can be good fun and motivating activities.
Second, it allows hesitant students to be more confident in speaking since
they do not have to take responsibility for about they are saying. Third, they
allow the students to use a much wide range of language.
B. Asking and Giving Opinion
1. Nature of Opinion
Every human factually needs other people in every single part of life because
human is social creature. Therefore, people interact with others people in around
them. For instance, when we meet family, friends or even teachers, we often
speak about what is happening now. In addition, people is curious about others
response. Then they ask their opinion to know their thought. As stated by Mitchell
in his book that opinion is an implicit verbal response or answer that an individual
gives response to a particular stimulus in which some general question is raised.14
According to John Locke that knowledge seems just perception of the
connection and agreement, or disagreement and incompatibility of one of our
ideas. 15
He added that every single thoughts and reasons has no goals but its’ own
ideas. It means that where the perception occurs, there is knowledge and where it
does not, it comes short of knowledge which may be fancy, guess, or believe.
Furthermore, Iswandi stated that opinions are understood as the answer of
questions or problems which is faced in certain situations although, the validity is
weaker than positive knowledge and opinion is stronger than expected or just an
impression.16
In addition, there are many differences among opinion, knowledge,
perception, or impression which depend on the objective mean.
Thus, learning asking and giving opinion is needed in order to know how to
deliver opinion to the right persons and also in the right way. It can be concluded
that asking opinion is a sentence or statement which asking opinion or argument
of other people in order to satisfy someone. Then, giving opinion is a statement
which gives an argument to someone or other people with reasons. Shortly, asking
and giving opinion is expressions that are used for speaking about opinion for two
people or more.
2. Ideology of Opinion
People has many kind of necessary in order to get it, communications is one of
the way. In this mind, people fight to have their right which is giving opinion.
According to the book of Pendapat Umum which is written by Phil Astrid there
are three kind of theory:17
14 Mitchell, Malcolm. 1977. Propaganda, polls, and public opinion. Prentice-Hall;
Engleewood. P. 67 15 Locke, John. 2004. An Essay Concerning Human Understanding; Knowledge and
opinion. P. 198 retrieved from http://gen.lib.rus.ec 16 Syahputra, Iswandi. 2018. Opini Publik. Sambiosa Rekatama Media; Bandung. P. 1 17 Astrid S. Susanto, Pendapat Umum, (Bandung : PT Karya Nusantara, 1975 ) p. 48