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Improving the Students’ Motivation in Speaking Through Peer Interview at The Second Year of SMK Negeri 3 Takalar



CHAPTER I
INTRODUCTION

A.    Background
English language is one of international language, English also becomes a language of science and technology. So that English has the important role in the developing the people’s skill and knowledge especially in speaking. Byrne in Samad, (1989: 8) says that oral communication is a process between speaker and listener, involving the productive skill of speaking and the receptil skill of understanding both the speaker and listener have positive function to perform; the speaker has to encode the message to be conveyed an approppriate language while the listener (no less actually) has to decode (or interpret) the message. Some of them who wants to speak to others but they do not have self confidence in learning English, motivation has become the main determinant to reach the goal of learning because when the students motivation in learning process, they always effort themselves to reach the target of language.
The skill of speaking English, as knowledge by Chastain, (1976: 334) is considered to be most difficult. This has been proved by the low mastery of speaking of the students university as reported by Samad, (1989). This evidence implicitly tells that the students of lower levels particularly those of junior schools have also low mastery of speaking. It is inevitable to say that the low mastery of speaking of the University of Students is the reflection of low prerequisite mastery when they were at either senior high school.
The skill of speaking is basic to all other skills as Alexander, (1972: viii) in Muh. Wahyudi, (2008) says that the written language is derived from the reading language, and the reading language is derived from the spoken one. So as stated by Wilkins, (1976: 60) the written language is the secondary to the spoken language. Therefore, in the early stage of language learning, the students should be encouraged to do more practice in speaking.
The writer assumes that most students of the second language learning particularly the beginners are no or little self – confidence especially when they practice speaking. Most of them are shy of making mistakes especially when they practice speaking with their teacher. When this occurs, they will always keep silent all time in the class; they will never practice speaking, and  of course, they never learn to speak. Their shyness is then said to make their attitude undeveloped, and make them lost of motivation as well as change their attitude from positive to negative. Especially in language teaching is not easy for the teacher to motivate the students to speak in the classroom. The teacher also should create a situation that give much time to students to speak in the classroom.
Realizing the importance of spoken language particularly the skill of speaking, the factor which is may influence the success of learning activities, and the responsibility of the teacher to improve the students’ ability to speak, the writer is then interested in finding one alternative technique in teaching speaking. This of course, not meant to find out the only one alternative of problem solving. The main purpose is the teacher gives a contribution in order to enrich themselves in teaching technique related to the improvement of the students’ motivation to speak. Through Peer Interview Technique, however, they are assumed to have self- confidence to practice speaking. Through this technique, as the students practice speaking with their peers, their shyness is expected to lessen. For this reason, the writer would like to see whether or not the peer interview technique has an influence or influences on the students’ habits of learning to ???

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