C.

Speaking

50 1 4
,

1,efic
29

Both of them get in the traditional society and modem society. According to fishman and gumperz in Chaer (2004: 38) the modern society tends have the open community speech and use kind of the same variation. But on the contrary the traditional society tends have the close community speech and tend use different variation some .language. It cause of kind of social and cultural factor. From a limitation and discussion above, we can define that society has a main le and influence a language it self whether situation or other.

. Definition of speaking
Learning to speak a foreign language requires more than knowing its grammatical and semantic rulers. Learners must also acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact. Therefore it is difficult for English Foreign Language (EFL) learners, especially adults, to speak the target language fluently and apprOpriately. In order to provide effective guidance in developing competent speaker of English, it is necessary to examine the factors affecting adult learners' oral communication, components underlying speaking proficiency, and specific skills or s t r a t e g i e s u s e d i n c o m m u n i c a t i o n . (Richards, 2002: 204) Speaking is one of the language skills that are used in communication orally. While some others experts said that speaking is uttering the word or articulating sound with the ordinary voice expressing thought.

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Speaking a language is especially difficult for foreign language learners, because effective oral communication requires the ability to use the language appropriately in social interactions. Diversity volves no only verbal communication, but also paralinguistic elements of speech such as pitch, stress, and intonation. In addition, nonlinguistic elements such as gestures and body language/posture, facial expression, and so on may accompany speech or convey messages directly without any accompanying speech. (Richards, 2002: 204) In line with Richards, Brown stated in Richards (2002: 204) "there is tremendous variation cross-culturally and cross-linguistically in the specific interpretations of gestures and body language. Furthermore, different cultural assumptions about the purposes of particular interactions and expects outcomes of encounters also affect communication. Consequently, owing to minimal exposure to the target language and contact with native speakers, adult EFL learners in general are relatively poor at spoken English, especially regarding fluency, control of idiomatic expressions, and understanding of cultural pragmatics. (Richards, 2002: 204) Related with the second language learning, it is very important to teach and to learn speaking, because oral speech is commonly used in communication and more effective than the other language skills. Base on the definition above can be made conclusion in which speaking is an oral competence in conveying something to other people in communication.

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2. Types of speaking

There are lots of different types of speaking. They are conversation, interview, dialogues, etc. all of these are based on speech but all need different skills ( speech.com/typesofspeaking.html).

0.Factors affecting EFL learners

EFL learners need explicit instruction in speaking, which, like any language skill, generally has to be learned and practiced. However in practice it's too often assumed that spoke-language skills can be developed simply by assigning students general topics to discuss or by getting them to talk on certain subject. Evidently, not enough attention is given to the factors that inhabited or facilitate the production of spoken language. Therefore, in order to provide guidance in developing competent speakers of English, we should to know about the factors affecting English foreign language learners had been stated by Richard in his book Methodology in Language Teaching (2002: 205), those are:

a. Age or maturational constraints The interactive behavior of EFL behavior of EFL learners is influenced by a number of factors. Age is one of the most commonly cited determinant factors of success or failure in L2 foreign language learning. Krashen, Long, and Scarcella argue that acquirers who begin learning a second language in early childhood through natural exposure achieve higher proficiency than those beginning as adults. This shows that the aging process itself may affect

of limit adult learners' ability to pronounce the target language fluently with native like pronunciation. Even if they can utter words and sentences with perfect pronunciation, problems with prosodic features such as intonation, stress, and other phonological nuances still cause misunderstandings or lead to communication breakdown. Ault learners do not seem to have the same innate language-specific endowment or propensity as children for acquiring fluency and naturalness in spoken language.

b. Aural medium The central role of listening comprehension in the L2 or foreign language acquisition process is now largely accepted. And there is little doubt that listening plays an extremely important role in the development of speaking abilities. Speaking feeds on listening which precedes it. Usually, one person speaks, and the other responds through attending by means of the listening process. In fact, during interaction, every speaker plays a double role both as a listener an as a speaker. "While listening, learners must comprehend the text by retaining information in memory, integrate it with what follows, and continually adjust their understanding of what they hear in the light of prior knowledge and of incoming information". If one cannot understand what is said, one is certainly unable to respond. So, speaking is closely related to or interwoven with listening, which is the basic mechanism through which the rules of language are internalized. The fleetingness of speech, together with the features of spoken English-loosely organized syntax, incomplete forms,

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false starts, and thee use of fillers-undoubtedly hinders EFL learners' comprehension and affects the development of their speaking abilities.

c.Sociocultural factors

Many cultural _characteristics of a language also affect L2 or foreign language learning. From a pragmatic perspective, language is a form of social action because linguistic communication occurs in the context of structured interpersonal exchange, and meaning is thus socially regulated. Thus, to speak a language, one must know how the language is used in the social context. It is well known that each language has its own rules of usage as to when,,how;-- and to what degree a speaker may impose a given verbal behavior on his or her conversational partner. In addition, oral communication, as mentioned, involves a very powerful nonverbal communication_system, which sometimes contradicts the messages provide through the verbal listening channel. Because a lack of familiarity with the nonverbal communication system of the target language.

d. Affective factors

The affective factors related to L2 or foreign language learning are emotions, self-esteem, empathy, anxiety, attitude, and motivation. L2 or foreign language learning is a complex task that is susceptible to human anxiety, which is associated with feeling s of uneasiness, frustration, selfdoubt, and apprehension. Speaking a foreign language in public, especially in

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front of native speakers, is often anxiety-provoking. Sometimes, extreme anxiety occurs when EFL learners become tongue-tied or lost for words in an unexpected situation, which often leads to discouragement and a general sense of failure. Unlike children, adults are concerned with how they are judged by others.

4. Cornponents underlying speaking effectiveness

According to Carrasquillo in Richards (2002: 206) Language proficiency is not a unidimensional construct but a multifaceted modality, consisting of various levels of abilities and domains. Hymes also assumes in Richards that L2 learners need to know not only the linguistic knowledge, but also the culturally acceptable ways of
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interacting with others in different situations and relationships (2002: 206). His theory of communicative competence consists of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. Building on Hymes's theory, Canale and Swain purpose in Richards (2002: 206) that communicative competence includes grammatical competence, discourse competence, sociolinguiStic, and strategic competence, which reflect the use. of the linguistic system and the functional aspects of communication respectively.

a. Grammatical competence "Grammatical competence is an umbrella concept that includes increasing expertise in grammar (morphology, syntax), vocabulary, and mechanics. With regards to speaking, the tem mechanics refers to basic sounds of letters and

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syllables, pronunciation of words, intonation, and stress". In order to convey meaning, EFL learners must have the knowledge of words and sentences: that is, they must understand how words are segmented into various sounds, and how sentences are stressed in particular ways. Thus, grammatical competence enables speakers to use and understand English-language structures accurately and unhesitatingly, which contributes to their fluency.

b.Discourse competence In addition to grammatical competence, EFL learners must develop discourse competence, which is concerned with inter-sentential relationships in discourse, whether formal or informal, the rules of cohesion and coherence apply, which aid in holding the communication together in a meaningful way. In communication, both the production and comprehension of a language require one's ability to perceive and process stretches of discourse, and to formulate representations of meaning from referents in both previous sentences and following sentences.

c.Sociolinguistic competence Knowledge of language alone does not adequately prepare learners for effective and appropriate use of the target language. Learners must have competence which involves knowing what is expected socially and culturally by users of the target language; that is, learners must acquire the rules and norms governing the appropriate timing and realization of speech acts.

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Understanding the sociolinguistic side of language helps learners know what nonverbally according to the purpose of the talk. Therefore, "adult second language learners must acquire stylistic adaptability in order to be able to encode and decode the discourse around them correctly".

d. Strategic competence Strategic competence, which is the way learners manipulate language in order to meet communicative goals", is perhaps the most important of all the communicative competence elements. Simply put, it is the ability to compensate for imperfect knowledge of linguistic, sociolinguistic, and discourse rules. With reference to speaking, strategic, competence refers to the ability to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation, and how to clear up communication breakdown as well as comprehension problems.

5. Teaching speaking Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Language learners need to recognize that speaking involves three areas of knowledge

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a.

Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

b.

Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

c. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation. (http://www.nclrc.org/essentials/speaking/stratspeak.htm)

6. Strategies for developing speaking skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in

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using it. These instructors' help students learn to speak so that the students can use speaking to learn.

a. Using minimal responses Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners. Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

0.Recognizing scripts Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.

Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

c. Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors, can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check. By encouraging students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

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7. Developing Speaking Activities

Traditional classroom speaking practice often takes the form of drills in which one person asks a question and another gives an answer. The question and the answer are structured and predictable, and often there is only one correct, predetermined answer. The purpose of asking and answering the question is to demonstrate the ability to ask and answer the question. In contrast, the purpose of real communication is to accomplish a task, such as conveying a telephone message, obtaining information, or expressing an opinion. In real communication, participants must manage uncertainty about what the other person will say. Authentic communication involves an information gap; each participant has information that the other does not have. In addition, to achieve their purpose, participants may have to clarify their meaning or ask for confirmation of their own understanding. To create classroom speaking activities that will develop communicative competence, instructors need to incorporate a purpose and an information gap and
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allow for multiple forms of expression: However, quantity alone will not necessarily produce competent speakers. Instructors need to combine structured output activities, which allow for error correction and increased accuracy, with communicative output activities that give students opportunities to practice language use more freely.

CHAPTER RESEARCH METHOD A. The Research Design

A research is designed and directed to solve a problem. This research is designed to Obtain much more information concerning with the current status phenomenon and directed toward determining the nature of situation, as it exists at the time of the study. Research design has the important role, because the relevance or the truth from research depends on the precise way to write a technique used in a research. In this research titled "A study of code-switching in speaking class of second semester in English Department STKIP PGRI Bangkalan" the researcher uses qualitative approach. According to Bogdan and Taylor (1975: 4) "Qualitative Methodologies refer to research procedures which produce descriptive data" In Patilima (2007:57), Merriam stated six assumptions of qualitative designs. They are:. 1. Qualitative researchers are concerned primarily with process, rather than outcomes or products. 2. Qualitative researchers are interested in meaning, how people make sense of their lives, experiences and their structures of the world. 3. The qualitative researcher is the primarily instrument for data collection and analysis. Data are mediated through this human instrument, rather than through inventories, questionnaires or machines.

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4.

Qualitative research involves fieldwork. The researcher physically goes to the people, setting, site or institution to observe or record behavior in its natural setting.

5.

Qualitative research is descriptive in that the researcher is interested in process, meaning, and understanding gained through words or pictures.

6. The process of qualitative research is inductive in that the researcher builds abstractions, concepts, and theories from detail (Creswell, 1994:136).

B. The Source of Data This research was taken in speaking class of English Department STKIP PGRI Bangkalan. The subjects are 52 students of the second semester and a lecturer, because the researcher wanted to find code switching of English to Indonesian and to English again or vise versa in their speaking class in the role play method.

- C. The instrument of The Study In conducting the study, the researcher used Human Researcher Instrument (the writer himself) with his knowledge of the theories in sociolinguistics. In Adam (2005:24) Sunarto stated that in qualitative research; the researcher is the main instrument or "key" instrument to collect the data" (1997:48). The theory supports the researcher to select the data.

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D. The Technique of Data Collection In order that the data and the information can be used in comprehending, they must be a fact. So, they can be used as the evident. That's why; it takes a research in a certain ways. According to Suparlan in Patilima (2007:60) there are eights the
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important things have to be concerned by researcher, those are: setting, subject, activity, tools, time, event, purpose, and mood. I. Setting the boundaries for the study a.Setting Setting is location which will be researched. This study is conducted on the campus of STKIP PGRI Bangkalan for the second. semester English department. The subjects of this research are the lecture and the students in speaking class, while the object is to find out of the code switching of the role play in speaking class. b.Actors The informant in this study is the lecturer of English c. Events The focus of this study will be the everyday experiences and events of in the class, the perceptions and meaning attached to those experiences as expressed by the informant. This includes the assimilation of surprising events or information, and making sense of critical events and issues that arise.

44 2. Collecting information through observations, recorders and documents. Qualitative data collection types and advantages data collection types observations advantages of the type The writer has firsthand experience with informant The writer can record information as it occurs Unusual aspects can be noticed during observation Useful in exploring topics that may be uncomfortable for informants to discuss. Recorders documents Enables a researcher to obtain switching words in conversing. Then, it easier in interpreting to documents.
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Enables a researcher to obtain the language and words of informants Can be accessed at a time convenient to writer As written evidence, it saves a writer the time and expense of transcribing.

Table I. Qualitative data collection types and advantages For observations, the researcher comes to the field directly and writes each event that is needed in this research.

E. The Analyzing Data

After collecting data the researcher will analysis data. Creswell in Dewi (2009: 25) explains that several components might comprise the discussion about the plan for analyzing the data. Data analysis requires that the writer be comfortable with developing categories and making comparisons and contrasts. It also requires that the

CHAPTER IV THE RESULT OF RESEACH AND ANALYSIS

In this chapter, the researcher reports the result of research and analyses all of data which has collected. From observation and documents which interpreted to data report, the researcher analyses about code-switching in the speaking class of the role play for second semester of English Department STKIP PGRI Bangkalan. The data was taken by participating actively in the classroom. It means that the observation activity was done by the researcher. Observations and documents were prepared by the researcher for getting involved in the teaching-learning process. The result of data obtained in the form of descriptive manner which described the activities process happened during the observation. The researcher only focused in one class of second semester of English department on speaking class, which is 2c. This observation had been done for two times which held for 90 minutes each meeting. The researcher will report those observations as:

a. The first observation The researcher came to the speaking class in second semester of English department in STKIP PGRI Bangkalan on Saturday, 24th April 2010 at 10.00 12.30. They practiced their English speaking skill by talking about their self in a couple in front other. While Mr. Adam Damanhuri, M.Hum as the lecturer. Video recorder was used by writer to record activities and condition the class.

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Before starting the lesson, the lecturer greeted students. Then, he started the lesson by explaining little about the subject matter of that meeting, rules, and task that they had to do because it was the first meeting. He told them the fundamental aspects of being fluently in English speaking skill. They are: emotion, body, and method. He said that it was very important for students in comprehending those aspects. The first meeting talked about how to increase emotion or mood of speaking. A psychology test was given in a text by the lecturer of their common/basic characteristic. Then, they had to completed and perfumed in front of class in a couple. Before practicing, they only had five minutes to complete and to prepare the text. The first performances were Kanthi Rahayu and Amalia. They introduced their self at first before telling about the result of the text they had completed. Then, they conveyed their common characteristic based on the text in order we knew their behavior and attitude. The. second performances were Yuliana and Iswan. They introduced their self at first before telling about the result of the text they had completed. Then, they conveyed their common characteristic based on the text in order we knew their behavior and attitude. Before that, the lecture told the students about speaking skill fluently. He said that the students had to control their pronunciation in order to the entire student's words could be understood by listener. And then, lecturer let them to tell their psychology test.

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In the conversation, English was used by them. But, in different time they used Indonesian as shown in appendix (page: 63 - 72) Before the teaching learning process finished, the lecturer checked their attendance at the attendance list and called their name one by one. Then, the lecturer greeted the students and reminded them to prepare their performance for the next meeting. From the first observation, there were many code-switching appeared in the conversation of speaking class not only students, but also lecturer in which it interpreted at appendix.

b. The second observation The researcher came to the same class on Saturday, 05th June 2010 at 10.00 12.30. The researcher used recorder to record the activities and the condition of the class. Before starting the lesson, the lecturer greeted the students like usual. In this session, the lecturer asked students to perform in front of the class such as the last meeting. He asked students about the task had given them on the last meeting. He gave not only a chance to all students who want to improve their English skill, but also a comprehending about the important thing of variaties in language learning. The first performances were Eka and Siti Fatimah. Before they explained about the rules, they introduced their self Then, they made a dialogue which had been prepared before.

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The lecturer gave them appreciate, because they could be the first group who perfointed in front the speaking class and it could be a reference for other groups in increasing their performance. The second performances were Achmad Fachrur Rozi and Imran Muza. Their performance was really interesting according to lecturer. Because they performed by using their improvisation of the situation. So, the performance looked like a real situation. All students gave them much appreciates of their performance. The conversation of their performances are shown in appendix completely (page: 63 - 72) As usual, before the teaching learning process finished, the lecturer checked their attendance at the attendance list and called their name one by one. Then, the lecturer greeted the students and reminded them to prepare their performance for the next meeting. From the second observation, there were many code-switching appeared in the conversation of speaking class not only students, but also the lecturer in which interpreted at appendix.