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 ???
