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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some pertinent ideas, previous related findings,

resume, conceptual framework and hypothesis.

A. Some Pertinent Ideas

1. Language Proficiency

a. The Nature of Language Proficiency

Language proficiency can be interpreted as a person's ability to interact and

talk with each other in certain languages. So language proficiency in English

language skills are listening, speaking, reading and writing. Chua Yi Kay (2014)

stated that in order to at tain high language proficiency, one should be able to have

advanced abilities in all three areas of communication. There are tons of methods

to test English proficiency.

Speaking is known as oral skill that plays essential role in human interaction

and communication. According to Richard and willy A. Renandya stated that

speaking is one of the elements of communication. As humans, we always need

communication to express our ideas to do everything more as

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students or learners, which requires them to talk both with the teacher and with

their friends during the teaching and learning process.

According to Scott Thornbury (2005: 1) stated that speaking is so much part

of daily life that we take it for granted. The average person produces tens of

thousands of words a day.

Brown (2001: 267) stated that speaking is an interractive process of

constructing meaning that involves producing and receiving and processing

information. When someone interacts and communicate their ideas and feelings to

others, what is discussed becomes a transfer tool in communication.

In speaking, there are certain characteristics in order to speaking to be good,

there are follow:

a. Learners talk a lot

b. Participation is even

c. Motivation is high

d. Language is an acceptable level

Brown (2001: 271) add in the teaching of speaking namely micro skills.

where micro skills are very focused on language forms and language functions.

For more details about micro skills, below:

a. Produce chunks of language of different lengths

b. Orally produce differences among the English phonemes and allophonic

variants.
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c. Produce English stress patterns, words in stressed and unstressed positions,

rhythmic structure, and intonational contours.

d. Produce reduced forms of words and phrases

e. Use an adequate number of lexical units (words) in order to accomplish

pragmatic purposes

f. Produce fluent speech at different rates of delivery.

When communicating, it is very important to know the situation whether

formal or informal. In addition, it is also important to know that language, in this

case English, can be standard or non-standard so that they can communicate

effectively. In speaking English as a foreign language, the speaker must clearly try

to speak in the same way as the native speaker. So that we can speak English

fluently, it is important for us to learn all four aspects of English language skills.

Using English in speaking is a form of self habituation. In speaking English, you

must be confident.

Based the explanation above, can be concluded that is someone who wants to

speak a foreign language has to know the rules of that language, like grammar,

vocabulary, pronunciation, and word-formation, and to apply them properly in

communication. Speaking means as an oral communication that give information.

Communication involves two elements, namely the speaker and the listener.

Communication will be not running well without speaking.

b. Problem in Proficiency Language

1. The Problem of Speaking


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According to Brown (2001: 270) there are many problem of speaking, as

follow:

a) Clustering

Fluent speech is pharasal, not word by word. Learners can organize their

output both cognitively and physically through such clustering.

b) Redundancy

The speaker has an opportunity to make meaning clearer through the

redundancy of language. Learners can capitalize on this feature of spoken

language.

c) Reduced forms

Contractions, elisions, reduced vowels, etc all form special problems in

teaching spoken english.

d) Performance variables

One of the advantages of spoken language is that the process of thinking as

you speak allows you to manifest a certain number of performance hesitations,

pauses, backtracking and corrections.

e) Colloquial language

Make sure your students are reasonably well acquainted with the words,

idioms, and phrases of colloquial language and that they get practice in producing

these forms.
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f) Rate of delivery

Another salient characteristic of fluency is rate of delivery. One of your tasks

in teaching spoken English is to help learners achieve an acceptable speed along

with other attributes of fluency.

g) Stress, rhythm, and intonation

This is the most important characteristic of English pronounciation, as will be

explained below. The stress-timed rhytym of spoken English and its intonation

patterns convey important messages.

h) Interaction

As noted in the previous section, learning to produce waves of language in a

vacuum-without interlocutors would speaking skill of its component: the

creativity of conversational negotitation.

2. Problems with Speaking Activities

a) Confidence

b) Submission or method of presenting material

So that the material that we are going to convey is well received by our

listeners, we must have a separate strategy in delivering this discussion so that the

listeners can quickly understand what we are conveying. One strategy is to insert

jokes or jokes, so that listeners do not feel bored and bored and so that the

atmosphere does not feel rigid and too serious.


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c) Topic or material

The topic to be discussed must attract the listener so that the listener really

pays attention to the conversation. Choose the topic that is being talked about a

lot, and choose the topic that has objective data and facts.

d) Mastery of material

Mastery of the material can be achieved by studying, understanding, and

trying to master the material of the conversation material. Namely by examining

various sources of reference related to the topic of conversation.

e) Situation and condition

Situations and conditions are very influential and determine the effectiveness

of speech. Some things that must be considered in a speaking situation: the room

or place where the speaking event should be supportive, the time of the listening

event should be considered and taken into account should be appropriate when for

example in the morning, when the listener is still fresh and relaxed, the

atmosphere and calm environment far from noise, a view that does not interfere

with concentration.

f) Appearance

Prepare your appearance while talking. Watch your appearance from the

bottom to the top, shoes, try to clean, pants, shirts, try to color in harmony with a

tie and suit. Neat hair, etc., this is an important factor that makes you confident in

talking.
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g) Diction or language knowledge

Use words that are many / indirect (not to the point), formation of new words

(choice of new words), use common or familiar words, use gestures or

expressions to confirm our intended intentions and use expressions.

3. The Purpose of Speaking

a) Ease of speesh

Students should get a great opportunity to practice speaking until they

develop these skills naturally, smoothly, and pleasantly, both in small groups and

in the presence of a larger audience. Educated participants need to develop trust

that grows through practice.

b) Clarity

Learners speak accurately and clearly, both articulation and sentence diction.

The ideas that are spoken must be arranged well. With the practice of discussing

tang regulating logical and clear ways of thinking, clarity of speech can be

achieved.

c) To be responsible

Good speaking exercises hold the speaker responsible for speaking

appropriately, and being thoughtfully thought about what is the topic of

conversation, the purpose of the conversation, who to talk to, and what the

situation is in conversation and its momentum. This exercise will prevent students

from speaking irresponsibly or by stating not to fool the truth.


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d) Establish critical hearing

Good speaking practice while developing listening skills appropriately and

critically also becomes the main goal. Students need to learn to be able to evaluate

words, intentions and purpose of speaking explicitly asking questions.

e) Form habits

Speaking habits cannot be achieved without the habit of interacting in the

language learned or even in the mother tongue. Such factors are important for

forming speech habits in one behavior.

4. Technique of Speaking

a) Dont be use hash words

Use speaking techniques that are polite and easy to understand for others who

are listening to you speak.

b) Confident of what the say

Be someone who is authoritative and confident with what you say. If you use

too many of the words above, then the audience will assume that you are

immature and not confident in what is said.

c) Be an optimistic speaker

Many people who are used to delivering good news, then follow it with the

words "but" or "however" to deliver the next bad news. People who listen don't

want to feel that what you say has advantages and disadvantages.
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d) Avoid uncommon terms

When going to talk to many people in the company, often you will meet

people from various divisions or departments. That means, not everyone knows

the terms that you will use them.

e) Start to hear

A great speaker knows very well that communication is not a one-way street.

If you want to get respect from others, then it's very important to listen to what

they say.

5. Factor of Speaking

a) Accuracy of speech

b) Placement of appropriate tone pressure, joints or duration.

c) Choice of words; accuracy in the use of sentences and grammar.

d) The accuracy of the target conversation.

e) Reasonable attitude, calm and not rigid.

f) Logging should be directed at the other person.

g) Willingness to respects other.

h) Proper gestures and expressions.

i) Loudness

j) Relevance reasoning

k) Mastery of topics

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6. Content of Speaking

a) Accuracy

English speaking, teachers have to explain to students how to speak

accurately (clear, articulate, grammatically, and phonologically correct) language

and of course fluent language.

Accuracy states of being correct or exact and without error. The students do

not make serious phonological errors, a few grammatical and lexical errors but

only few major errors causing confusing.

b) Fluency

Fluency is the property of a person or of a system that delivers information

quickly and with expertise. Fluency indicates a very good information processing

speed, very low average time between successively generated messages.

Fluency is a speech and language pathology term that means the smoothness

or flow with which sounds, syllables, words and phrases are joined together when

speaking. Fluency disorder is used as a collective term for cluttering and

stuttering. Language fluency is proficiency in a language, most typically foreign

language or another learned language.

c) Comprehensibility

Comprehensibility has two common senses. In its narrow sense it denotes the

mental processes by which listener take in the sounds uttered by a speakers and

use them to construct an interpretation of what they think the speaker intended to
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convey. In its broader sense extracts information it conveys and stores that

information in memory.

2. Partial immersion Program

a. Definition of Immersion Program

Immersion program can be defined as a second language learning method or

target language. This immersion program requires children to learn two languages

at the same time.(www.wikipedia.com)

The immersion program stems from discoveries in Canada in the 1960s. At

that time, the middle-low income parents and spoke in English convinced the

educators (teachers) to conduct research into the French language immersion

program. The program is expected to enable children to appreciate the traditions

and culture of French-speaking Canadians as well as English-speaking Canadians.

The research was successful and became the basis for the development of the

immersion program until now.

The successful immersion program in Canada then began to be replicated and

implemented in the United States. Classes of immersion programs can now be

found throughout the United States, in urban and rural areas, and almost

everywhere in the world. In fact, in Indonesia there are many schools label SBI

(International Standard Schools) that use immersion programs in teaching and

learning activities.
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In America, since the 1980s, immersion programs have grown for several

reasons, namely competition in the global economy, population growth of second

language students, and the success of previous programs. Along with advances in

science and technology, immersion programs have even been internationalized.

There has been an International Curriculum or international curriculum that

merges curricula from various countries into the local language curriculum and

separates aspects of language learning from the syllabus. This international

curriculum makes language immersion programs more widespread in various

parts of the world and is increasingly easy and quickly applied in local education

curricula.

b. Type of Immersion Program

1. Type of immersion program based on age

According to Baker (2006) the type of immersion program based on age, that

is:

a) Early Immersion

In the early immersion program, students / children begin second language

learning from the age of five or six years. In Indonesia, the early immersion

program is implemented in several international schools or international standard

schools that teach English since grade 1 elementary school.


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b) Middle Immersion

In the middle immersion program, students / children begin second language

learning from the age of nine or ten years. In Indonesia, the middle immersion

program is implemented in several schools that teach English since 4th grade

elementary school.

c) Late Immersion

In the late immersion program, students / children begin second language

learning between the ages of eleven to fourteen. In Indonesia, the late immersion

program is implemented in a number of regional schools that have only started

teaching English since grade 1 junior high school.

2. Type of immersion program based on levels

According to Lenker and Rhodes (2007) there are three types of immersion

program based on levels. They are:

a) Total Immersion

In the total immersion program, almost 100% of class time is spent in a

foreign or second language language. Subjects are taught in foreign languages and

foreign language learning as needed through the curriculum. The aim is to become

a functional expert in a foreign language, for core lessons taught in a foreign

language, and to absorb an understanding and appreciation of other cultures.


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This type is generally sequential, cumulative, sustainable, skill-oriented, and

part of the order of school level. Although this program is called total immersion,

the language of the curriculum can return to the native language of students after

several years.

b) Partial Immersion

In the partial immersion program (half immersion), about half the time in

class is spent studying teaching material in foreign languages. The goal is the

same as total immersion even though foreign language skills are lower than total

immersion.

c) Two-way Immersion

In the two-way immersion program, also called dual or bilingual immersion,

the student population consists of two or more language users. Ideally, half the

class consists of native speakers from the majority language in the area (for

example Indonesian in Indonesia, Malay-Malay in Malaysia) and the other half

using a second language.

Teaching and learning time is divided into half and taught in the majority and

target languages. In this way, students encourage and teach one another and

eventually all become bilingual. The aim is the same as the previous programs.

Different comparisons of target languages with native languages can occur, the

comparison is not always 1: 1.


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c. Immersion Program of Needs

There are a number of reasons behind the importance of the immersion

program being implemented, as follow:

a) It is very important for students now to be bilingual, because their success in

the global community in the future will be supported by their mentality

abilities.

b) Students time is the best time to develop appreciation and understanding of

different cultures, communities and perspectives.

c) Students learn languages by listening and imitating, and they will not

experience fear to speak a foreign language.

d) Academic ability will increase by following this program.

e) Students will get various challenges in the learning process.

f) Parents are involved in learning.

d. The Benefit of Immersion Program

There are several advantages of immersion program, as follow:

a) Stimulate second language learning

One important characteristic of the immersion program is that the second

language is introduced as a holistic system that aims to communicate meaning.

Students who take this program are usually introduced to academic vocabulary
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and comprehensive language structure, ranging from the simplest to the most

complex.

b) Increase fluency

Students who participate in this program can speak the target language

without experiencing significant difficulties, especially matters concerning

academic topics and class routines. They are able to use a variety of academic

vocabulary.

c) Support the development of language understanding strategies

The students involved in immersion programs are accustomed to processing

language primarily based on their meaning, or by paying attention to the meaning

or content of a utterance.

e. Steps of Immersion Program

Teachers who want to do immersion programs in their classrooms need to

equip students with a structured learning environment that focuses on

development and knowledge by using foreign languages consistently. Students

benefit because they always have the opportunity to use the language being

studied. Following are the steps for implementing the immersion program in the

classroom, they are:


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a) Making input comprrehensible

This situation can be by using simple language, for example by speaking using

the target language with a minimum speed, clear pronunciation, using vocabulary

that is often used, controlling the length of sentences and sometimes it also needs

to be accompanied by repetition to increase understanding.

One other way that can be done to make input easy to understand is to do step-

by-step modeling that allows students to understand learning more easily and then

be able to understand it independently after following the example given by the

teacher. In addition, appropriate and interesting study materials will also greatly

help students in increasing their understanding.

b) Providing opportunities for language output

In classes that use the Immersion Program, students are given many

opportunities to actively participate in class and communicate with other students.

Therefore, it is necessary to create a special learning setting that can improve

students' ability to communicate using immersion language. Students need many

opportunities like this to be able to produce output languages accordingly.

This is one of the focuses of immersion program. In addition to providing

many opportunities for students to actively participate in the learning process in

class, the teacher should also guide students to respond in both simple and

complex language.
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To support increased student participation in using language immersion in the

classroom, teachers can use interesting and lightweight material, for example by

using poetry, songs, rhymes. Often classroom learning focuses on the teacher, but

with this program it is hoped that students will be the focus of learning, both as

objects and subject of learning. Cooperative learning and interactive partners are

highly recommended to be used to improve the quality of student output.

c) Developing a system for providing

One of the problems in the student immersion program output is that there are

many language errors that are likely to be spoken while speaking, which are less

controlled by the teacher.

B. Previous Related Findings

Some researcher have conducted the rsearch on partial immersion program to

improve language proficiency. Some of the findings are citied briefly below:

Sumayyah Qaed Alsulami (2017) in her research “Partial Immersion

Program for Saudi Bilingualis” stated that English is taught as a foreign language

in Kingdom of Saudi Arabia. Although the government tries gradually to integrate

teaching English in all grades: secondary, intermediate and elementary, learning

English is still limited and need more developing. This essay is a brief review

about bilingualism in Saudi education. This essay will be divided into three

sections. The first section will describe the Saudi bilingual context through three
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dimensions: language competence, late bilingualism, and individual bilingualism.

The following section will define bilingualism with regard to the Saudi context.

Shaban Barimani (2012) in his research “Immersion Program : State of the

Art” stated that throughout the history of second/foreign language teaching

methodology, it has under gone manychanges. Early methods of language

teaching almost entirely lacked any theoretical base. In the 20th century,however,

methods emerged that were based on scientific theories. These methods borrowed

their assumptions mainly from the branches like psychology, linguistics and

sociolinguistics. Most of such methods are mainly form oriented and attempt to

teach a second/foreign language in isolation. Since 1960s ‘immersion program’a

version of communicative approach has been innovated which is basically

meaning oriented and unlike the former methods, attempts to teach a

second/foreign language integratively.

Hakki Mirici (2015) in his research “Classroom Teachers Viewpoints About

the Effect of Immersion Programs on Native Language Development in a Turkish

Context” stated that educational experts are in a continuous effort for a more

effective and efficient EFL model to meet personal communication needs of

learners in English starting from an early age. Present outcomes of the EFL

programs implemented in Turkey does not seem very promising and a search for

more effective foreign language teaching practiceshas gained importance. As one

of the solutions that private educational institutions have implemented is

immersion programs, which is based on bilingual classroom practices. In this


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study it is aimed to investigate the effects of immersion programs on elementary

students’ native language development through viewpoints of classroom teachers

at a bilingual school in Ankara.

Romeo Castillo (2016) in his research “Level of Language Proficiency of

Gulf College Students” stated that this study aimed to examine the level of

language proficiency of college students. This study used the descriptive

correlation research since it describes the phenomena being studied. The

researcher employed purposive sampling. Out of the twenty seven (27) batches

enrolled in semester 1 and 2 eleven (11) batches were utilized as respondents

which composed of three hundred forty nine (349) respondents. Result showed

that identifying errors, writing, correct usage, reading and listening skills

were significantly affected by the respondents‟ profile. However, speaking and

vocabulary skills show that they are not significantly.

Robelle Millie (2016) in his research “English Language Proficiency and

Academic Performance of Philippine Science High School Students” stated that

using the descriptive-correlational research design, this study aimed to

determine the relationship between the English language proficiency and

academic performance in Science, Mathematics and English of the 216 Grade 8

students of Philippine Science High School in Northern Luzon – Ilocos

Region Campus, Cordillera Autonomous Region and Cagayan Valley

Campus. Frequency distribution and Pearson’s rcorrelation were the statistical

tools used to treat the data. Findings reveal that majority of the Grade 8
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students of the Philippine Science High School in Northern Luzon have English

language proficiency belonging to the satisfactory level. Also,majority of the

students have academic performance in Science and Mathematics belonging to

the very good level while good level in English.

Based on the previous findings above the researcher concluded that language

proficiency can increase there are many way, one other of many way is partial

immersion program with material and good methods, there are some differences

previous findings research above with the research by researcher including time,

place, sample, frequency, and also the results. So the researcher will interested to

do a research partial immersion program to improve students language

proficiency.

C. Resume

The points of previous review literature can be summarized that by using

partial immersion program can stimulate students on speaking. It can focus on

helping students to improve their language proficiency. Teacher should use

various technique in stimulating the students to improve their speaking skill.

Teachers are suggested to use various technique in practice in particular and

to create teaching learning process in general. If the students have positive interest

toward the technique the teacher uses, they will find it easier to learn and will

achieve development to the objective they are directed.


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D. Conceptual Framework

The conceptual framework of this research is present by using this following

diagram:

Figure 2.1 : conceptual framework

INPUT

The low ability of the students language


proficiency

PROCESS

TeachingEnglish through partial


immersion program

OUTPUT

The students language proficiency


achievement
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The conceptual framework in this research are systematically explained

below:

a. Input

In this research, the researcher will use pre-test to measure prior ability of

students language proficiency.

b. Process

The reseearch will conduct a treatment by using partial immersion program to

the students which are taken for four meeting.

c. Output

The treatment will give in the process of the research evaluated by looking at

indicator of the students achievement in increasing their language proficiency.

E. Hypothesis

Based on the previous related literature and the problem statement above, this

research put forwards hypothesis as follow:

1. Alternative hypothesis (H1) : There is significant improvement students

language proficiency of the students after through using partial immersion

program.

2. Null hypothesis (H0) : There is no significant improvement students language

proficiency of the students after through using partial immersion program.


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