This chapter presents background on the research, limitation of theresearch, research questions, aims of research, significance of theresearch, and hypothesis. This chapter also provides a brief explanationabout the method of the research. In the end of this chapter, theresearcher informs clarification of main terms and organization of paper.
Speaking English is now found very hard to be applied in daily activitieseven by the students of English Department. It seems to be strange whenpeople speak English in the public areas. Speaking English even withfriends of English department will be considered as weird by others.Rarely finding students, no matter in what level they are, who havewillingness to speak English in his daily life becomes one of the provesthat the students have the lack of motivation. They are not even able tomotivate themselves; it indicates that they will not able to motivateothers.Why speaking English is important, while reading is the most importantarea or activity for individuals to engage in for the sake of thedevelopment of L2 academic competence, and it is important as well forinterpersonal function and for merely “getting along” in any literatesociety (Troike 2006), should be clearly explained in the very firstbeginning. As the data I found, elementary students’ activities in theclassroom are mostly, for about 85%, done in the speaking way.Repeating what their teacher said, singing, mentioning fruits, animals,those are examples on how students done most orally English learning inspeaking way, not reading. Speaking is also important area of activity forL2 learners if they will be using the language for interpersonal purposes,