IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CLASSROOM QUESTIONING STRATEGY AT THE SECOND YEAR OF SMA ( classroom action research)

CHAPTER I

INTRODUCTION

A. Background

Basically, English language has four main language skills: reading, listening, speaking and writing skills. These skills should be thought interestingly in order to enable students to express and get ideas, through speaking and writing and even absorb science and technologies through reading and listening.

In the second and foreign language teaching, speaking is considered to be difficult among the four skills. Chastain (1976) points out that learning to speak are obviously more difficult than learning to understand the spoken language. One who wants to speak to others sometimes faces some troubles. He cannot produce his ideas, argument or feelings communicatively. Therefore, in speaking more efforts are required on the part of teachers. Chastain further states that it is not enough for students to listen to a speech only.

River (1968) argues that teachers need to give students ample opportunity to practice the speaking skill. This means that much practice is needed to overcome the problem of speaking faced by the students who learn a foreign language.

In relation to statements above, the teachers of English are expected to create and effective teaching and learning process in improving the students skills to speak English. One of the strategies is the use of classroom questioning strategy of teaching speaking.

            Classroom questioning is an extensively researched topic. The high incidence of questioning as a teaching strategy, and its consequent potential  to influence students’ learning, have led many investigators to examine, the relationships between questioning methods and students achievement and behavior.

            Based on the background above, the writer is interested to investigate of how  effective classroom questioning strategy to improve the students’ speaking  at the second year of SMA Negeri X.