CHAPTER II

REVIEW OF RELATED LITERATURE

In relation with this reseach, the researcher reviews some relevant related literature
to this reseach included: The Definition of Speaking, Teaching Speaking, Macro and Micro
Skill of Speaking, The Basic Types of Speaking, The Components of Speaking, The
Definition of Describing Picture, Types of Speaking, The Procedure of Describing Picture,
Previous Research.

2.1 Speaking

2.1.1 Definition of Speaking

Speaking is an act of making vocal sound. We can say that speaking means to
converse, or expressing one’s thoughts and feelings in spoken language. To speak often
implies conveying information. It may be from an informal remark to a secholarly
presentation to a formal address. According to Fulcher (2003:23) that speaking is the verbal
use of language to communicate with others. Speaking skill is one of the productive skills of
language learning. It is very important to pay attention to the attainment of this skill as by
speaking people orally. While Thornburry (2005:1 ) speaking is so much a part of daily life
that we take it for granted. The average person produces tens of thousands of words a day,
although some people like auctioneers or politicians may produce even more than that.

Futhermore, Brown (2003:140) speaking is a productive skill that can be directly and
empirically observed, those observations are invariably colored by the accuracy and
effectiveness of a test-taker’s listening skill which necessary compromises the reliability and
validity of an oral production test.

From the some definitions above it can be concluded that speaking skill is always
related to communication in human social relationship. Speaking skill itself can be stated as
the skill to use the language accurately to express meanings in order to transfer or to get
knowledge and information from other people in the whole life situation.
2.1.2 Teaching Speaking

Teaching and learning process of English in junior high school in based on the school
based curriculum. The latest approach stressed that the language is acquired through
communication. The basic language assumptions are:

a. Language as a means of communication is used to express meaning

grammatically.
b. Learning a foreign language is how to communicate using that language itself
as a target language, written or orally. They are supported by the elements of
the target language.

Speaking is an interactive task and it happens under real time processing contraints. It
means that they will be able to use words and phrases fluently without very much conscious
thought.

Effective speaker need to be able to process language in their own heads and put it
into coherent order so that it comes out in forms that are not only comprehensible, but also
convey the meanings that are intended, Harmer (2001:271).

One of the reasons for including speaking activities in language lessons is to help
students familiar with oral use of language in English conversation. Speaking activities
provide exercise opportunities in real life speaking in the safety classroom.

2.1.3 Macro and Micro Skills of Speaking

a. Macro Skills of Speaking

According to Brown (2003: 142-143) here are the skills that should be
implemented in speaking activities:

1. Appropriately accomplish communicative functions according to situations,

implemented, and goals.
2. Use appropriate styles, registers, implicative, redundancies, pragmatic,
conventions, conversion rules, floor keeping and yielding, interrupting, and other
sociolinguistic features in face-to-face conversations.
 3. Convey links and connections between events and communicate such relations
as focal and peripheral ideas, events and feeling, new information and given
information, generalization and exemplification.
4. Convey facial features, kinesics, body language, and other nonverbal cues
along with verbal leanguage.
5. Develope and use a battery of speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well your interlocutor is
understanding you.

b. Micro Skills of Speaking

1. Pronounce the distinctive sounds of a language clearly enough so that people

can distinguish them. This includes making tonal distinctions.
2. Use stress and rhythmic patterns, and intonation patterns of the language
clearly enough so that people can understand what is said.
3. Use the correct forms of words. This may mean, for example, changes in the
tense, case, or gender.
4. Put words together in correct word order.
5. Use voccabulary appropriately.
6. Use the register or language variety that is appropriate to the situation and the
relationship to the conversation partner.
7. Make clear to the listener the main sentence contituents, such as subject, verb,
object, by whatever means the language uses.
8. Make the main ideas stand out from supporting ideas or information.
9. Make the discourse hang together so that people can follow what you are
saying.
2.1.4 Basic types of speaking

There are six types of speaking, Brown (2000:271-274)

1. Imitative
A very limited portion of classroom speaking time may legitimately be speech
generating human tap recorder speech, for example, learner practice an intonation
contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried
out not the purpose of meaningful interaction, but for focusing on some particular
element of language form.
2. Intensive
Intensive speaking goes one top beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical aspect
of language. Intensive speaking can be self-initiated or it can even form part of
some pair work activity, where learners “going over” certain form of language.
3. Responsive
A good deal of student speech in the classroom is responsive: short replies a
teacher or student. Iniatiated quetions or comments. Such speech can be
meaningful and authentic.
4. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging
specific information is an extended form of responsive language.
5. Interpersonal (dialogue)
The other form of conversation mentioned in the previous chapter was
interpersonal dialogue, carried out more for the purpose of maintaining social
relationships than for the trannsmission of facts and imformation. Learner would
need to learn how such features as the relationship between interlocutor, casual
style, and sarcasm are coded linguistically in this conversation.
6. Extensive (monologue)
Students at intermediate to advanced levels are called on to give extended
monologue in the form of oral reports, summaries, or perhaps short speeches.
2.1.5 The Components of speaking

Speaking skill can be described as the ability of people to express their ideas and
feeling in spoken lannguage. Speaking has several components. The components are as
follows Haris (1987:81).

1. Pronunciation

In speaking, we should master pronunciation because it will influence the meaning of

words. Pronunciation is part of speaking that so important when someone make
conversation. Hornby (1987:497) states that pronunciation is the way in which a word is
pronounced.

2. Grammar
English grammar is defferent from indonesian grammar. English has many
tenses which are not found in indonesian grammar. Therefore, in speaking one should
master and know exactly grammar if they want to talk smoothly. If the speaker makes
mistakes grammatically when communicating with other peopl, it can make the
listener misunderstanding what the speaker says. Because grammar is one of
components of speaking, the listener’s ability to understand what the speaker says is
in part determined by his grammar mastery. According to Brown (2001:362) grammar
is the system of rules governing to conventional arrangement and relationship of
words in a sentence.
3. Vocabulary
Vocabulary is one of the imfortant parts in speaking because if the speaker
lacks of vocabulary and doesn’t know the words they want to say. So they can’t
continue their speech. Vocabulary is one of the components of language and there is
no language exists without words.
4. Fluency
Fluency is able to speak a language easily and well. The features which give
speech the qualities of being natural and normal, including native – like of pausing,
rhythm, intonation, stress, rate of speaking, and use of interjections. Fluency can be
defined as the ability to speak fluently and accurately. Sign of fluency includes a
reasonably fast speed of speaking and only. Fluency can be defined as the ability to
speak fluency and accurately. Fluency in speaking is the aim of many language
learners.
2.2 Describing Picture

2.2.1 Definition of Describing Picture

In webster New World Dictionary, describe is say what somebody or something is

like (Oxford University:116). Describing picture is one of activity in learning speaking
English. In this activity, students must describe pictures in front of class. Every student gets
one picture and must describe it. The purposes of this activity are to train students’
imagination and retell story in speaking English M. Sholahudin (2009:99).
This method is to make students easier to describe something, and make learner
process more enjoyable.
Pictures are one of the visual aids that can be used in teaching speaking, it makes
something more interesting for the students. It also can be used in creating situation for
speaking classes more clearly. Picture as aids are clearly in despensable for language
teacher since they can be used in so many ways. The teacher can teach vocabulary easily
through picture it means blackboard drawing, wall pictures, chart and flashcard.

2.2.2 The Advantage and Disadvantage of Using Describing Picture

After conducting the research, there are some advantages of using describing picture to
improve students’ speaking skill:

1. Describing picture make learning becomes more interactive`

2. Describing picture make learning becomes more active, because pictures help the
students to focus attention to the subject and make students active.
3. Studying is process doing something. Study can be maximum if students’ more of
using the five senses, because they can more attractive to express something with
their five senses. Describing picture is a method, that very easy to do it and this
method very suitable to students in junior high school. If the students are given
describing picture, they used their five senses more maximum, because they used
eyes to saw the pictures, used ears to listen what their partner said, used mouth to
describe the picture and also used hand to draw the picture.
4. Describing picture can help prevent misunderstanding. It means by using pictures,
teacher can explain the new vocabularies to his or her students easily, so it prevent
misunderstanding between students’ perception and teachers’ perception.
 5. Speaking in descriptive text is students’ ability need to the able to convey their
idea. Describing picture provides students to be easy to describe something,
because they can see what will describe.
6. Most of indonesian students are lack of idea for what they should say and bravery
to speak, because of that they are afraid for doing mistakes. Describing picture help
students to be brave to speak up and express their idea through speaking. Because
in describing picture, students can describe something with their friends. And it can
help students build their confidences.
7. Describing picture is very helpful in teaching English speaking. Textbook is one of
most important technique in succeeding the process of teaching learning and
describing picture means helping teacher and student to get the aim or objective of
the learning a certain language.

In contrast, there are many disadvantages of using describing picture in teaching and
learing process.

1. It spent a lot of time, because the students’ skill was too low, the can not directly
describe the picture after getting it, that distributed by the teacher. They need time
to prepare their descriptive text.
2. Teacher needs an extra time to prepare pictures and should give handout
photocopied pictures to the students.
3. It was not easy enough to manage the class, because sometime the students will be
very hysteric when they see their freinds practicing in front of them. Their voice
can disturb another class.

2.3 Types of Pictures

According to Harmer (2001:136) pictures can be in form of flashcard, large wall

pictures, cue cards, photographs or illustration, and projected slide.
1. Flashcard
It is a small card which teacher can hold up for students to see. Flashcards are
particularly useful for drilling grammar items, for cueing different sentences, or
practicing vocabulary.
 2. Large wall picture
It is big enough for everyone to see detail. Some time teachers use large wall
pictures, when pointing to detail of a picture to elicit a response.
3. Cue card
It is small card which students use in pair or group work. Teacher put students in
pair or groups and give them some cue cards so that when a student pick up the top
cue card in a pile he or she has to say a sentence that the card suggests.
4. Photograph or illustration
It is photo or image that depicts a situation or people in action. The teachers use it
to make the situation or the action clear. Photograph can be found in the book,
newspaper, magazine, etc.
5. Projected slide
In the multimedia class, the teachers also use it to teach . sometimes the teachers
use it to show the image in the big form.

2.4 The Procedure of Describing Picture

2.4.1 Pre– Teaching Activity

There are several steps in pre-teaching activities that will be done. They are as follows:
1. The teacher puts a picture taken from internet or magazine and write the words that
will be used to describe the picture.
2. The teacher asks the student to elaborate some other words related with the picture
3. The teacher asks the student some question to the student for example:
a. What picture is it?
b. Do yo ever see in television?
4. The teacher asks one of student to answer the question for example:
‘’Agung! Can you answer the first question?’’
5. The teacher gives explanation about the picture
6. The teacher asks the students to tell everything that they do not understand for
example: What do you think abour this picture?
7. The teacher introduces other expression to practice about the material that they did
not understandd for example:
a. How do you spell artist?
b. How do you pronounce this word?
2.4.2 Whilst- Teaching Activities

In whilst – teaching activities, a teacher elaborates the material of the students. This
stage is composed of several steps as folow:

1. The teacher hangs a picture in the board and write a list of word that related with the
picture.
2. The teacher writes “what do you think about this picture?” on the board
3. The teacher find a students who wants to know about the word that they do not know
Teacher : Sofy, do you know the meaning of the king of youtube (indonesia)
Sofy : I do not know sir?
4. The teacher explains the meaning of word one by one
5. After ten minutes the teacher invites one by one student to present the picture that he
or she has accepted in front of the class orally
6. The reacher gives a point to the students perform if the word is correct and still
another points if their sentence is pronounced loudly and clearly. Other students can
also get a point if they do sme perform or more.
7. The teacher invites another students to perform in front of class.
8. The teacher gives a comment or suggest a word if necessary

2..4.3 Post- Teaching Activities

Teacher’s activities in Post- Teaching Activities, it can be followed the next steps:

1. The teacher gives opportunities for the students to ask quetion if they still can not
understand
2. The teacher reviews again about the lesson for the students to conclude the lesson
3. The teacher leads the students to conclude the lesson
4. The teacher says leave taking
Good by, see you
2.5 Previous Research

There are many techniques, media and also methods that have been used by the
previous researchers. The first research was conducted by Dian Mayang Sari (2008) under the
title “Teaching English Using Still Picture to Improve Their Fluency in Speaking of the
Seventh Grade of SMP N 01 Sukorejo Kendal”. Dian Mayang Sari concluded that using still
picture success improving students’ speaking and make students active in the class. The
research method that used descriptive qualitative and methods of collecting data are
observation and test. Meanwhile, the instrument of collecting data is recording the students’
performance. Base on the result of the study, it suggested that teaching using still pictures
could improve their fluency in speaking.

While, this research also uses classroom action research method and using picture, but
the picture is defferent from the previous research. In this research, the researcher uses
describing picture (famous people) in improving students’ speaking skill, Dian Mayang Sari
used sti ll picture in her reseach.