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This chapter deals with some pertinent ideas, previous related findings,
1. Language Proficiency
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
Speaking is known as oral skill that plays essential role in human interaction
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students or learners, which requires them to talk both with the teacher and with
of daily life that we take it for granted. The average person produces tens of
information. When someone interacts and communicate their ideas and feelings to
b. Participation is even
c. Motivation is high
Brown (2001: 271) add in the teaching of speaking namely micro skills.
where micro skills are very focused on language forms and language functions.
variants.
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pragmatic purposes
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.
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,
Communication involves two elements, namely the speaker and the listener.
follow:
a) Clustering
Fluent speech is pharasal, not word by word. Learners can organize their
b) Redundancy
language.
c) Reduced forms
d) Performance variables
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
explained below. The stress-timed rhytym of spoken English and its intonation
h) Interaction
a) Confidence
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
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
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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Use words that are many / indirect (not to the point), formation of new words
a) Ease of speesh
develop these skills naturally, smoothly, and pleasantly, both in small groups and
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
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
critically also becomes the main goal. Students need to learn to be able to evaluate
e) Form habits
language learned or even in the mother tongue. Such factors are important for
4. Technique of Speaking
Use speaking techniques that are polite and easy to understand for others who
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
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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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
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
i) Loudness
j) Relevance reasoning
k) Mastery of topics
.
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6. Content of Speaking
a) Accuracy
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
b) Fluency
quickly and with expertise. Fluency indicates a very good information processing
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
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.
target language. This immersion program requires children to learn two languages
that time, the middle-low income parents and spoke in English convinced the
The research was successful and became the basis for the development of the
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
learning activities.
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In America, since the 1980s, immersion programs have grown for several
language students, and the success of previous programs. Along with advances in
merges curricula from various countries into the local language curriculum and
parts of the world and is increasingly easy and quickly applied in local education
curricula.
According to Baker (2006) the type of immersion program based on age, that
is:
a) Early Immersion
learning from the age of five or six years. In Indonesia, the early immersion
b) Middle Immersion
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
learning between the ages of eleven to fourteen. In Indonesia, the late immersion
According to Lenker and Rhodes (2007) there are three types of immersion
a) Total Immersion
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
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
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
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
abilities.
c) Students learn languages by listening and imitating, and they will not
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
academic topics and class routines. They are able to use a variety of academic
vocabulary.
or content of a utterance.
benefit because they always have the opportunity to use the language being
studied. Following are the steps for implementing the immersion program in the
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
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
teacher. In addition, appropriate and interesting study materials will also greatly
In classes that use the Immersion Program, students are given many
class, the teacher should also guide students to respond in both simple and
complex language.
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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
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
improve language proficiency. Some of the findings are citied briefly below:
Program for Saudi Bilingualis” stated that English is taught as a foreign language
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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The following section will define bilingualism with regard to the Saudi context.
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
Context” stated that educational experts are in a continuous effort for a more
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
Gulf College Students” stated that this study aimed to examine the level of
researcher employed purposive sampling. Out of the twenty seven (27) batches
which composed of three hundred forty nine (349) respondents. Result showed
that identifying errors, writing, correct usage, reading and listening skills
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
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
proficiency.
C. Resume
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
D. Conceptual Framework
diagram:
INPUT
PROCESS
OUTPUT
below:
a. Input
In this research, the researcher will use pre-test to measure prior ability of
b. Process
c. Output
The treatment will give in the process of the research evaluated by looking at
E. Hypothesis
Based on the previous related literature and the problem statement above, this
program.