CHAPTER I
INTODUCTION
A.Background
English as foreign
language involves four skills; they are speaking, writing, reading and
listening. In teaching English, those skills must be served integrate as much
as possible. One of those language skills that influence the language ability
is speaking. Teaching speaking is considered to be difficult among the four
skills. Chastain in Reski (2010: 1) states that learning to speak is obviously
more difficult. It means that more effort is required by the students and
various interesting activities are also required by the teacher. Furthermore,
he states that it is not enough for the students to hear or to listen speech
only. The teacher will need to give the students ample opportunity to practice
their speaking.
English teachers’
effort to make their class interesting with various methods, techniques, with
instrument and material in order to stimulate students to learn language skills
effectively, especially speaking. For example, in oral language class, the
students should be served with conductive learning activity, so that, they can
practice English as well as possible. However, Byrne in Reski (2010:1) states
that the first task of the teacher is to create
the best condition for students to study. In other words, the teacher
responsible to situation where the students can communicate orally with their
classmates.
The observation result
when the researcher conducted teaching practice at the second year in SMA Handayani Sungguminasa Gowa that speaking is
also the most frustrating for students in junior
high school, they were still lack of speaking. It can be seen from Ardawati in
Reski (2010: 2) who states that the students sometime face many problem in
learning English especially in speaking for example the students are shy to???????????????????????
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