Chapter II REVIEW OF RELATED LITERATURE

This chapter discusses about the concept of Demonstration method, the principles of Demonstration method, the procedures of Demonstration method, some aspects of speaking, and Demonstration in teaching speaking.

2.1 The Concept of Demonstration Method The meaning of demonstration is the outward showing of a feeling, a description and explanation by experiment. According to Syah (2005: 209) demonstration method is a teaching method that performs thing, event, rule, and steps in doing activity directly or through the use of learning media which is relevant to the topic being taught. In short it is a proof provided by logic, argument etc. It is a physical display of the form, outline or a substance of object or events for the purpose of increasing knowledge of such objects or events. Demonstration involves "showing what or showing how". Demonstration is relatively uncomplicated process in that it does not require extensive verbal elaboration. Demonstration is the basic, and most often used, method of instruction for teaching skill-type subjects. It covers all of the students need to learn a skill in an effective learning sequence. This method always includes a demonstration step and a performance step and allows the teacher to use other steps as needed. It is related to Students Physical response, Katona (in Richards, 2000: 127 ) states that physical response is linked to the trace theory of memory which hold the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled retracing can be done verbally. For example: by rote repetition and in association with motor activity. Moreover, Larsen-Freeman, (in Setiyadi, 2000: 126) states that language learners can learn through observing actions as well as by performing the action themselves. It means that the students can easily understand the language they are learning by observing action and performing it, the meaning of words they may guess will be internalized by performing the actions in accordance with the command. In conclusion the teacher doesnt need to write the meaning of words by words because it can make students bored to follow.

2.2 Principles of Demonstration Method Demonstration method is a teaching method that demonstrates explanation with doing to communicate processes how to make and to do something. Further, Syah (2005: 209) says that demonstration method is a teaching method that performs thing, event, rule, and steps in doing activity directly or through the use of learning media which is relevant to the topic being taught. In this research, the researcher is going to conduct demonstration model as teaching method in the learning process. According to Syah (2003:209) the objective of demonstration method is to make the comprehension concept clearer and show or perform how to do something or the process of something. In this case, the researcher is going to give the example to the students firstly about how to demonstrate step by step for presentation then the students do or practice in demonstrating step by step for presentation. . If the teachers use the steps effectively and continuously the students will be brave to speak and feel relax in following the lesson but, the importance thing that must be understood by the teacher is letting them try to communicate by english, avoid interrupting during their practice. As quoted by Budiharso (2006:23), that subjects mistake in grammar, vocabulary and pronunciation should not be directly commented. This method will mostly destroy subjects motivation to speak. Setiyadi (2000:127) clearly states that the meaning of word can be understood by making associations between the utterances they hear and the actions they are observing. The meaning of words they may guess will be internalized by performing the action in accordance with the commands.

2.3 Procedures of Demonstration Method Along with teaching speaking, repetition steps are very needed. When using demonstration method, the teacher will always provide a demonstration step and a performance step. Generally, the researcher will include one or more repetition steps between the demonstration step and the performance step. In deciding how many and what kinds of repetition steps the researcher should include, consider several elements, the most important being the complexity of the skill. As a general rule, the more complex the skill, the greater the need for repetition steps. Also consider the nature of the skill. For example, some skills involve ease of manipulation, conservation of materials, and safety. Always consider the ability of the students

to acquire the skill and the amount of time available for training. The researcher always repeats the job without noticeable interruptions, restating the procedure and the important safety factors as you perform the steps. This step has two important purposes: to show continuity (how the procedural steps follow each other under actual operating conditions); and to set standards ease, speed, and accuracy. Related techniques of instruction are as follows: 1. Introduce the step properly, 2. Motivate the students to pay close attention by explaining the nature of the step and by stressing the primary and secondary values, 3. Perform the job with proper degree of ease, speed, and accuracy, 4. Streamline the researcher oral explanations to the point that they do not hinder the researchers performance, 5. Avoid any activity that might break the continuity of the researchers performance, 6. Go step by step stressing key points, 7. Tell why each step is important, 8. Perform all operations skillfully and in the proper sequence, and 9. Combine telling with showing. In conclusion, by doing this procedure of demonstration, between the teacher and the students should have a good cooperative in the teaching and learning process. The teachers decide what to teach, present the material and the important one is select the new material for the classroom use while the students listen carefully, observe accurately, comprehend the material given, and demonstrate the material so that the target of language will be easily reached and implemented.

2.4 Speaking Skill As quoted by Thornbury (2005: IV), speaking is interactive and requires the ability to cooperate in the management of speaking turns. It also typically takes place in real time, with little time for detailed planning. He then adds that speaking is so much a part of daily life that we take it for granted. The average person produces tens of thousands of words a day, although some people-like auctioneers or politicians-may produce even more than that. So natural and integral is speaking that we forget how we once struggled to achieve this ability-until, that is we have to

learn how to do it all over again in a foreign language. Furthermore, Speaking as one of the language skill is regarded as productive skill.

2.5 Some Aspects of Speaking The goal of teaching speaking skills is to communicate efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation (Burnkart. 1998:2). Based on this explanation above, the researcher is going to test speaking achievement by applying those criterions, they are; accent, grammar, vocabulary, and fluency.

2.5.1 Pronunciation Pronunciation, according to Manser (2000:3) is individual, local, or national way of speaking. In addition, Hughes (1996:111) explains that in the accent criteria the speaker pronunciation is also included in accent. It means that pronunciation is one of the most important criteria to be evaluated. In this research, the accent refers to the ability of students in pronouncing words.

2.5.2 Grammar The acquisition of the grammatical system of a language remains the most important element in language learning. Grammar is a way in which the parts of something are put together (Wilkin in Budiharso, 2006:14). In addition, Budiharso (2006:14) states that grammar is the means through which linguistic creativity is ultimately achieved and an adequate knowledge of grammar would lead to serious limitations on the capacity for communication. By applying grammar, it is expected that when they are speaking the listener are not confused and understood well.

2.5.3 Vocabulary

Vocabulary is the total number of words which (with rules for combining them) make up the language Hornby (1987:859). Furthermore, Bygate (in Budiharso, 2006:14) states that it is obvious that in order to be able to speak a foreign language, it is necessary to know a certain amount of grammar and vocabulary. In this case, the researcher is going to evaluate and observe the students speaking activity whether the students use appropriate vocabulary or not based on the topic given.

2.5.4 Fluency Fluency is the students ability in speaking in a well form. In line with this idea, Brown (2001: 269) states that fluency is best achieved by allowing the stream of speech to flow. To speak fluently does not mean speak fast. Thornbury (2005: 6) states some features of fluency as follows: a. Pauses may be long but not frequent. b. Pauses are usually filled. c. Pauses occur at meaningful transition points. d. There are long runs of syllables and words between pauses. In this research, fluency refers to the ability of students in speaking by fulfilling some indicators they are production strategies, pause fillers, vagueness, and repeats.

2.6 Demonstration Method in Teaching Speaking The more teachers understand the method, the more effective teaching and learning the teacher will be achieved. The direct instruction classrooms are recognizable by teachers, in a formal manner, showing, telling, modeling, demonstrating, leading, teaching, testing, the component parts of the skills and information that students are to learn. Dealing with this idea, demonstration as mentioned above is a kind of direct instructional method. Therefore, Kayi (2006) explains that the following techniques are applied in teaching students speaking. They are described as follow:

Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

Try to involve each student in every speaking activity; for this aim, practice different ways of student participation. Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. Indicate positive signs when commenting on a student's response. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more. Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice" Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. Involve speaking activities not only in class but also out of class; contact parents and other people who can help. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. Provide the vocabulary beforehand that students need in speaking activities. Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language. In line with this idea, the researcher is going to conduct teaching speaking with

demonstration method. The researcher firstly explains about the tenses usually used in the procedural text. Then, the researcher explains the instructional word sequence such as first, then, after that, finally and so on. Next, the researcher gives the students a procedural text how to make fried rice. The researcher performs the word found in the text verbally or physically. Later, the researcher explains step by step in slow speed about how to make fried rice. Finally, the researcher asks the students to practice how to make fried rice based on the researchers example or explanation. The following are the examples of teaching instructional by using demonstration method: Fried rice is very easy to make, also delicious. It can be prepared in many ways, this is just one of them. It takes 20 minutes to prepare and it goes with lots of things! Read on to learn how to make this excellent dish: Ingredients: * White Rice that's previously been cooked and refrigerated * Two Carrots * 1/2 an Onion * Celery * 3 Eggs * Beef Bullion * Black Pepper

* Garlic Powder * Ground Ginger * Soy Sauce * Butter * Vegetable Oil * Shrimp, Chicken, and/or pork/tofu (optional) Steps: 1. Put about 6 cups of rice into your rice cooker. Let it steam until it is ready. 2. Wash the vegetables. Then, dice the carrots and onions into small pieces. Set them aside for the next step. 3. Add oil and heat up the pan to 100 degrees. 4. Toss the vegetables into the pan for about 3 minutes. Then toss in the carrots and onions for 3 minutes with the vegetables. Add the 1 teaspoon of salt into the pan. 5. Boil the chicken or shrimp with the rest of the ingredients (optional). 6. Put a bit more oil into the frying pan. 7. Toss the rice in carefully. 8. Add an egg and scramble with the other ingredients. Add approximately 2 to 3 tablespoons of soy sauce while frying. 9. Put fried rice on a dish and it's ready to serve! 2.7The advantages of Demonstration Method in Teaching Speaking According to Fathurrahman (2009) the following are the advantages of teaching speaking by applying demonstration model. They are: 1. The students attention can be focused on something which is important. 2. Can reduce mistakes if it is compared only by reading in the book because the students have got a clear description from their observation. 3. If the students are active in the experiment, the students will get a lot of practice experiences to develop their capability and get the award from their teacher and friends. 4. Some problems which arise questions to the students themselves can be answered when observing the demonstration process.

2. 8 Action Hypothesis The hypothesis of the research is the application of demonstration method can improve the class AK 1 students speaking achievement at SMK PGRI Rogojampi in the 2011/2012 academic year.