REVIEW OF THE RELATED STUDY

Speaking

Speaking is one of the skills in English. So, it plays an important rule in studying the subject, because as we know that English is an international language. Since most of books are written in English, so Indonesians student have opportunity to practice this language in the class. In this case, the teachers must be able to help them to increase the language in the limited time. Beside that the students themselves should study hard in order to be able to understand it well. There are the definitions of some words of theme:

·   Definition of speaking

According to Chaney, speaking is  the process of building and sharing meaning  through  the  use  of  verbal  and  non-verbal  symbols, in  a  variety  of contexts (A. L. Chaney and T. L. Burke, 1998 : 13). While another expert, Theodore Huebner said Language is essentially speech, and speech is basically communication by sounds. And according to him, speaking is a skill used by someone in daily life communication whether at school or outside. The skill is  acquired by  much  repetition;  it  primarily  a neuromuscular  and  not  an  intellectual  process.  It consists of competence in sending and receiving messages (Theodore Huebner, 1960: 5).

From the above definition, it can be inferred that speaking is expressing ideas, opinions, or feelings to others by using words or sounds of articulation in  order to inform,  to  persuade,  and  to entertain  that  can  be  learnt by  using some teaching and learning methodologies.

·    Teaching Speaking

Speaking  is  a  crucial  part  of  second  language  learning  and  teaching. Despite  its  importance,  for  many  years,  teaching  speaking  has  been undervalued and English language teachers have continued to teach speaking just  as a  repetition of  drills  or memorization of  dialogues. However, today's world  requires  that  the  goal  of  teaching  speaking  should  improve  students' communicative  skills,  because,  only  in  that  way,  students  can  express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. 

·    What is Teaching Speaking?

According to Nunan (in Hayriye Kayi, 2006: 1-2) teaching speaking meant to teach English language learners to:

a.  Produce the English speech sounds and sounds patterns.

b.  Use words and sentence stress, intonation patterns and the rhythm of the second language

c.  Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter

d.   Organize their thoughts in a meaningful and logical sequence.

e.   Use language as a means of expressing values and judgments.

f.    Use the language quickly and confidently with few unnatural pauses which is called fluency.

·   How to Teach Speaking?

When teaching young learners we constantly have to keep in mind the fact that what we have in front of us is a mixed class with varied abilities, expectations, motivation  level, knowledge and last but  not least,  different learning  styles. Thus,  we need to vary  our approaches  and offer as much opportunity as possible to make  the whole class find a little  something to hold on to, expand and grow (Natasa Intihar Klancar 2006:1).

Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear. What has been learned at an early stage is difficult to change later on. One rule that applied here is slowly and steadily through constant revision and recycling. With the help of  mixed  activities,  such  as  dialogues,  choral  revision,  chants,  songs, poems  and  rhymes,  students  speaking  abilities  grow,  their  pronunciation gets better and  their awareness of the  language improves. When applying the above-mentioned tools into the teaching  practice, what should be  kept in  mind  is  that  interaction  is  an  important  way  of  learning.  Therefore, increased  oral  emphasis  should  be  included  in  our  teaching  to  give  the students as much speaking time as possible (Natasa Intihar Klancar 2006:1).

Now many linguistics and English as Second Language (ESL) teachers agree  on  that  students  learn  to  speak  in  the  second  language  by "interacting". Communicative language teaching and collaborative learning serve best for this aim.  Communicative language teaching is based on real- life situations that require communication.  By  using this  method in  ESL classes,  students  will  have  the  opportunity  of  communicating  with  each other  in  the  target  language.   In  brief,  ESL  teachers  should  create  a classroom  environment  where  students  have  real-life  communication, authentic activities, and meaningful tasks that promote oral language. This can  occur  when  students  collaborate  in  groups  to  achieve  a  goal  or  to complete a task.

·      Guidance for Teachers in Teaching Speaking

Here is some guidance for English language teachers while teaching oral language:

a.   Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. 

b.   Try  to  involve  each  student  in  every  speaking  activity;  for  this  aim, practice different ways of student participation.

c.   Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. 

d.   Indicate positive signs when commenting on a student's response. 

e.   Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more. 

f.    Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice". 

g.  Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. 

h.   Involve speaking activities not only in class but also out of class; contact parents and other people who can help.

i.    Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

j.    Provide the vocabulary beforehand that students need in speaking activities.

k.   Diagnose problems  faced  by  students  who have  difficulty in  expressing themselves  in  the target  language  and  provide  more  opportunities  to practice the spoken language.           

Pictures

Pictures  are  kinds  of  visual  instruction  materials  might  be  used  more effectively to develop and sustain motivation in producing positive attitudes towards English and to teach or reinforce language skills. It is supposed by Tang Li Shing in His Article that the picture had an irascible appeal for the children.  They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language.

·   The Meaning of Pictures

L. Mckenchnie defines picture in Webster dictionary that picture is an image, or likeness of an object, person, or scene produce on a flat surface, especially by painting, drawing or photography (1980: 1357).

Meanwhile  according  to  Andrew  Wright,   Picture  is  not  just  an  aspect  of method but through its representation of place, object, and people, it is essential part of the overall experiences (1989: 29).

Vernon S Gerlach stated:

Pictures  are  a  two  dimension  visual  representation  of  person,  places,  or things. Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs and maps are widely used. A  picture  may  not  only  be  worth  a thousand  words  it  is  may  also  be  worth  a  thousand  years  or  a  thousand  miles (1980: 273).

The kinds  and  numbers of  pictures that  the  teacher  should take  with  him  to carry out  the activities in class can be taken from magazines, articles, or others and should be interactive and interesting to capture the students  attention the purpose of using pictures for the students is to give them an opportunity to practices the language in real context or in situations in which they can make it to communicate their ideas.

The use of pictures are more efficient and practice than words, they are easier to  recall  and  to  remember  than  words, further  more they  expose  real  life  situation although it happened a long time ago. It has been explained by Vernon, S. Gerlach and Donald P. Elly, Picture may not only be worth a thousand miles.  Through pictures, Learner can be shown people, places and things, from areas far outside their own experiences.  Pictures can represent images from ancient times or portray the future (1980: 273).

According to Ruth Gairns and Stuart Redman, Pictures can be formed such: wall charts, commercially- produced flashcards, hand drawn pictures, and of course illustration from course books and supplementary books (1986 103).

From  the  meaning  of  pictures  above,  it  indicates  that  the  pictures  has exchanged and represented the real object into a simple device which has displayed a series of places, object,  person, or even experiences.

·   Types of Pictures

Through  picture  presentation,  people  are  able  to  reach  outside  their  minds. Pictures that they can see always lead to the reality of their minds. But the realities that have been presented by pictures depend on the types of the pictures.

There are two kinds of pictures that Brazyna Szyke (1981) finds especially useful as teaching aids, they are:

a. Pictures  of individual persons or  thing  may  be used  mainly  at  the  elementary level,  to  introduce  or  test  vocabulary  items,  for  example:  a  man,  and  a  car. Portraits,  pictures showing people  in  close  details,  are  useful  for  intermediate and  advance  learners.  The students can be asked question about the age and profession of the mode.

b. Pictures  of  situations  in  which  person  and  object  are   in  action between objects  and  people  can  be  perfect  teaching  aid  for  introducing  or  reviewing grammatical or structures.

Types of Pictures According to Andrew Wright (1989: 29) Are:

a.   Pictures of single object

b.   Pictures of  person:  picture  of   famous  person,  pictures  of  several  people and pictures of people inaction

c.   Pictures of places

d.   Pictures from history

e.   Pictures with a lot of information

f.    Pictures of fantasies

g.   Pictures of the news

h.    Pictures of maps and symbols

According to Betty Morgan Bowen (in John Pread, 1988: 12), there are some types of pictures as their shapes:

a.   Wall charts

b.   Wall pictures: is simply a large illustration of scenes or events. It is usually to be used with the whole of class.

c.   Sequence Picture is a series of pictures of a single subject it is function is tell a story or a sequence of events.

d.  Flash cards

·  Word  Flash  cards;  card  with  printed  words  on  it can  help up  rapidly.

·  Picture Flash cards; useful for the representation of a single concept.

e.   Work cards Includes visual as well as text magazine pictures drawing maps and diagrams can be important part or work cards at all levels used for vanity of purposes.

Meanwhile,  Noor  Azlina  Yunus  (1981: 49) in  his  book  grouped  the  picture  into  four groups:

a.   Composite Picture

These are large single pictures, which show a scene (Hospital, beach, canteen, railway station, street) in Which number of people can be seen doing things

b.   A Picture Series

A  picture  series  is  a  number  of  related  composite  pictures  linked  to  form  a series of sequences. Hence, it is main function is to tell a story or sequence of events.

c.   Individual Picture

These are single pictures of objects, person or activities such pictures very in size from small newspaper pictures and can be mounted singly.

d.   Specialized Pictures (Posters, charts, advertisements, brochures)

Wall  posters  are  not  designed  specifically  for  teaching,  but  rather  for advertising or propaganda purposes.

The  description  above  teaching  some  language-  learning  skills,  which  the language  teacher  helps  the  student  enter  to  an  imaginative  experience  beyond  the classroom.

·   The Advantages of Using Picture

Following are some opinions concerning with the advantages of using pictures. According to Vernon, S. Gerlach (1980: 277):

a. They are inexpensive and widely available.

b. They provide common experiences for an entire group.

c. The visual detail make it possible to study subject, which would turn back to be impossible.

d. They can help you to prevent and correct disconcertion.

e. They offer a stimulus to further study, reading and research visual evidence is power tool.

f.  They help to focus attention and to develop critical judgment.

g. They are easily manipulated.

Activities to Promote Speaking Using Picture

There are many activities to promote speaking. As Hayriye Kayi (2006: 1-2) inferred from many linguistics on her article in the internet on Teaching English as A Second Language ( TESL)  Journal,  there  are activities  to  promote speaking Using Picture, which are:

·   Picture Narrating

This activity is based on several sequential pictures.  Students  are asked  to  tell  the  story  taking  place  in  the  sequential  pictures  by  paying attention  to  the criteria  provided  by the  teacher  as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.

·   Picture Describing

For this activity students can form groups and each group is given a different picture.  Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity  fosters  the  creativity  and  imagination  of  the  learners  as  well  as their public speaking skills.

·   Find the Differences

For this activity students can work in pairs and each couple is given two  different  pictures, for  example,  picture  of boys playing  football  and another  picture  of  girls  playing  tennis.  Students in pairs discuss the similarities and/or differences in the pictures.

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