CHAPTER 1
INTRODUCTION
A. Background
Language as the tool of communication has an
important role to reveal an intention to someone else. People will be able to
express their thought and feeling by using language. Language, communication
and life can not be separated. Language can be applied in many aspects, such
as: education, society, politics, economics, and culture. One of the ways in
communication is through speaking.
Speaking
is one of the important and essential skills that must be practiced to
communicate orally. By speaking people are able to know what kinds of
situations the world. People who have ability in speaking will be better in
sending and receiving information or message to another. Speaking is the
process of building and sharing meaning through the use of verbal and non verbal
symbol in various contexts.
According
to Stevick (1982: 103) speaking refers to the gap between linguistic expertise
and teaching methodology. Linguistic expertise concerns with language structure
and language content. Teaching speaking is not like listening, reading, and
writing. It needs habit formation because it is a real communication. The speaking
needs to be practiced as often as possible. It is not like writing and reading
but speaking must be practiced directly in full expression.
Related to the
statements above, the researcher did pre - observation that was done at the
eighth year students of SMPN 27 Makassar, the researcher faced many problems in
teaching learning English. The crucial problems were the students’ problems in
speaking. The problems were; first, the students always did mistakes in
grammar and pronunciation aspect. Basically, they only spoke English but they
did not pay attention to the sentence structure and correct pronunciation.
Second, the students were afraid of making mistake in speaking English. It
indicates that the students had limited vocabulary. Third, the students were
difficult to speak fluently because they were seldom to practice their English
language.
Based on the result interview of the English teacher at the
eighth year students of SMPN 27 Makassar in VIII - I stated that the mean score
of the students’ achievement in speaking English was very low. It was about 5.5
mean score and the target score that would be achieved was 7.5.
From the problems above the researcher applied one of teaching
techniques. That was an interesting technique and it could improve the
student’s speaking ability, namely Cue
Card. The technique was designed to create the
students’ interest to learn with pleasant method. The core of Cue Card is corporation
between groups and shared.
Cue card is
introduced as one of the teaching media. Cue card is card with words or picture
on, which are used to encourage the students to respond (Harmer, 2001:134). Cue
card is interesting due to its simplicity and attractiveness. Besides
inexpensive, the process of making it is not quite complicated. A
teacher, sometimes, needs creativity to make the cards more attractive. Cue
card as the modification of picture has
many advantages, one of which is that it is clearly
visible. Thus, when students are asked to describe something/someone in detail,
cue cards can help them to produce the description easily
Based on the statements above, the researcher used cue cards to
overcome the students’ problems in speaking. The researcher was interested to
apply this technique to teach speaking at the eighth year students of SMP in order to improve their ability in speaking.
B. Problem Statement
Based on the background above,
the research questions are formulated as follows:
1.
How is the improvement of the students’ speaking accuracy
through cue cards?
2.
How is the improvement of the
students’ speaking fluency through cue cards?
C. Objective of the Study
Based .........................................................
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