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CHAPTER II
THEORITICAL REVIEW

2.1 Demonstration Method

2.1.1 The Definition of Demonstration Method
The method is the means used to implement the plan that has been
drawn up in real activity in order to achieve the goal that had been developed
optimally. As stated by Patel and Jain (2008: 71), "Method is the process of
planning, selection and grading language materials and items, techniques of
teaching, etc." Method in the learning system has a very important role. The
method is used to realize the strategy that has been set. Successful
implementation of learning is very dependent on how teachers use learning
methods. A learning strategy can be implemented through the use of learning
methods. Good teaching method is a method that can foster learning activities
of students. There are several methods of learning. One method used is the
method of demonstration.
According to Garcia (1989: 109),”Demonstration method is a method
of teaching that relies heavily upon showing the learner a performance that he
should match or pass after he has seen presentation that is live, filmed or
electronically operated.”
Petrina (2007: 96) defines that demonstration is a teaching method
based predominantly on the modeling of knowledge and skills. A form of
presentation whereby the teacher or learners show how something works or
operates, or how something is done.
Based on the definitions above can be conclude that demonstration
method is the ways teachers teach by demonstrating and showing students a
process, situation, event, the sequence perform an activity or a particular object
that is being studied in the form of real or imitation through the use of various
media that are relevant to the subject for easier for students to be creative in
understanding the material. For examples are how to make food, drinks, etc.
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2.1.2 The Advantages of Demonstration Method

There are seven advantages of demonstration method according to
Barton, et al. (1976: 157):
1) Demonstrations attract and hold attention; they are interesting.
2) Demonstrations present subject matter in a way that can be understood
easily.
3) They convince those who might otherwise doubt that a thing could be done,
or that they themselves could do it.
4) The demonstrations method is objective and concrete.
5) Demonstrations permit the teaching of theory along with practice.
6) Demonstrations yield a high rate of “take” to “exposures”.
7) They aid in developing local leadership.

2.1.3 The Guiding Principles of Demonstration Method

Guiding principles for demonstration method according to Vaughn and
Mays in Petrina (2007: 16):
1) The demonstration should be timed as to meet the immediate needs of
the class with the work at hand.
2) The demonstration must present a single fundamental use, procedure or
general fact (should leave a single strong, indelible impression in the
minds of the students).
3) The demonstration must be brief.
4) The work of the demonstration must be creatively and skillfully done.
5) The whole performance must be accompanied by concise and discriminating
questioning and by a clear, accurate statement or discussion of the vital
points involved in the demonstration.
6) The demonstration and accompanying questions must not be confused by
discussions of various related matters. Do not confuse the demonstration
with subsequent discussions of details or content.
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2.1.4 The Plans of Using Demonstration Method

Waldren and Adams (2009) the most successful presentations reflect
your own ideas and are expressed in your own words. Consider the following
steps when planning and presenting a demonstration:
2.1.4.1 Select a subject or topic
The topic should fit your interest, experience, knowledge and skill.
When selecting a subject, ask yourself:
1) Is it of interest to others?
2) Does it have enough steps to demonstrate?
3) Can an audience see it easily?
4) Can it be given in the time allowed?
5) Is it within my ability (not too simple, but not too difficult)?
If “yes” is the answer to each of these questions, you are ready for the next
step.
2.1.4.2 Gather information
Be selective when choosing resources. Make every effort to ensure the
information is accurate, up to date and complete. Some sources for
information are:
1) Textbooks
2) Web sites and libraries
3) Newspapers and magazines
4) Local experts in their fields
2.1.4.3 Choose a title
Spend time thinking about a title. This is your first opportunity to
capture the audience’s attention. Once this is accomplished, you will find
public speaking easier. Effective titles are short, descriptive and engaging. A
title should suggest the presentation subject without telling the whole story.
2.1.4.4 Develop an outline
After determining the topic, gathering all necessary information and
selecting a title, you are ready to put it down in writing — in outline form.
Organization is essential for developing a good presentation with a clear,
concise message. The outline serves as a guide to:
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1) Present material in a logical sequence;

2) Determine the balance between talking and doing;
3) Relate the visuals, equipment and supplies with the information given;
4) Emphasize the essential; delete the unimportant.
This form helps you outline each step in the process or procedure.
There are many other types of outlines. The important thing is to find an
outline form that has meaning to you and you will use. The outline method of
planning demonstrations teaches organization.
2.1.4.5 Choose visuals
Visual aids either a poster and electronic medium can help the audience
better understand and remember what you are telling them. Visuals should be
used only if they make the presentation more effective and should not distract
from it. They can also help you remember what to do and say next and are
preferred to note cards.
2.1.4.6 Practice delivery
Practice is important if you want to become a skilled presenter. Only
through practice can improvement be made and presentations polished. Try
videotaping your presentation. It will help you see ways to improve your
posture, eye contact, delivery speed, voice, enunciation, mannerisms and
gestures, general appearance, demeanor (smile and other facial expressions)
and organization.

2.1.5 The Steps of Using Demonstration Method

Belen in Garcia (1989: 110), All of the steps involve in project
method are adopted in the demonstration method. It has five which are as
follow:
1) Purposing: the class decides on an activity which involves the process of
demonstration. The teacher may suggest it but he should not impose it on
them, he may encourage them to go through with it but he should not
dictate it on them;
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2) Planning : this phrase consist of the demonstration, the person or persons

to conduct it, the materials to be needed, and the date, time, and place the
activity;
3) Demonstration proper: before the demonstration is done, all the
preliminaries should have been prepared material-wise, procedure-wise,
and the class room physical arrangement;
4) Executing: students are expected to performance shown during the
activity. During this phrase, the teacher should keep close watch of the
student performance for they may likely need his assistance and further
explanation; and
5) Evaluation: this is done to assess how successful the students are in
following certain instructions, in duplicating an observed performance,
and in showing.

2.2 Speaking Skill

2.2.1 The Definition of Speaking
Speaking skill as the writer in the previous chapter is one of the basic
language skills that has important role rather than other skills due to use for
communication. There are many various means of speaking, as stated by
Richards (2008: 19), “The mastery of speaking skills in English is a priority
for many second-language or foreign-language learners.” So that, speaking is
one of language skill which is very important to be mastered by students in
order to be a good communicator.
Speaking is an instrument to express message to listener whether the
listener understands or not, and quoted by Tarigan (1986:15) as follows:
Speaking is an instrument in expressing (message) to the listener almost
directly whether the listener understands or not and whether speaker or the
listener is in control and able to adjust the situation when there is
communicating his idea or not.
Brown (2004: 140) defines speaking as a productive skill that can be
directly and empirically observed, those observations are invariably colored
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by the accuracy and effectiveness of a test-taker’s listening skill, which

necessarily compromises the reliability and validity of an oral production test.
From those statements above, the writer can conclude that speaking is
an activity involving 2 or more people in which the participants are both the
listeners and the speakers having to act what they listen and make their
contribution at high speed. However, people send and receive message
through speaking. They give reports, idea, advise, instructions, complaint,
apologize, agree, disagree and so much means by speaking.
In addition related to speaking, Speaking is ability which is used for
communication in daily activities. Speaking is also ability say articulations
sound or words to express or to submitt mind, feeling and idea. It can be
concluded that speaking ability is a skill, which is communicating the speech
sound for expressing and conveying a messages or ideas.

2.2.2 The Components of Speaking

There are five components are generalyiation recognized in analyses
of the speech process: pronunciation, grammar, vocabulary, fluency, and
comprehension. Here are scoring categories of speaking according to Brown
(2001: 406-407), such as:
2.2.2.1 Comprehension
First, within the scope of his very limited language experience, can
understand questions and statements if delivered with slowed speech
repetition, or paraphase. Second, can get the gist of most conversations of
non-technical subject. Third, comprehension is quite complete at a normal
rate or speech. Fourth, can understand any conversation within the range of
his experince. And the last, equivalent to that of an educated native speaker.
2.2.2.2 Grammar
First, errors in grammar are frequent, but speaker can be understood
by a native speaker used to dealing with foreigners attempting to speak his
language. Second, can usually handle elementary construction quite
accurately but does not have throught or confident control of the grammar.
Third, control of grammar is good. Able to speak the language with sufficient
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structural accuracy to participate effectively in most formal and informal

conversations practical. Fourth, able to use the language accurately on all
levels normally pertinent to professional needs. Errors in grammar are quite
rare. And the last, equivalent to that of an educated native speaker.
2.2.2.3 Vocabulary
First, speakinng vocabulary inadequate to express anything but the
most elementary needs. Second, has speaking vocabulary sufficient to express
himself simply with some circumlocutions. Third, able to speak the language
with sufficient vocabulary to participate effectively in most formal and
informal conversations practical. Vocabulary is board enough that he rarely
has to grope for a word. Fourth, can understand and participate in any
conversation within the range of degree of precision of vacabulary. And the
last, speech on all levels is fully accepted by educated native speakers in ll
features including breadth of vocabulary.
2.2.2.4 Pronunciation
First, errors in pronunciation are frequent but can be understood by a
native speaker used to dealing with foreigners attempting to speak his
language. Second, accent i intelligible though often quite faulty. Third, errors
never interfere with understanding and rarely disturb the native speaker.
Accent may be obviously foreign. Fourth, errors in pronunciation are quite
rare. And the last, equivalent to and fully accepted by educated native
speaker.
2.2.2.5 Fluency
First, no specific fluency description. Refer to other four language
areas for implied of fluency. Second, can handle with confidence. Third, can
discuss particular interests of competence with reasonable ease. Rarely has to
grope for words. Fourth, able to use the language fluently on all levels
normally pertinent to professional needs. And the last, has complete fluency
in the language such that his speech is fully accepted by educated native
speaker.
The five components of speaking skill above have important role in
speaking. While in this study, researcher did not give score on all items
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showed but created the scoring rubric to be as simple as possible because the
students’ speaking ability was low.

2.2.3 The Elements of Speaking

Harmer (2003:269) states that the ability to speak English presupposes
the elements necessary for spoken production as follows:
1) Language features; The elements necessary for spoken production, are the
following:
a) Connected speech: in connected speech sounds are modified
(assimilation), omitted (elision), added (linking r), or weakened
(through contractions and stress patterning). It is for this reason that we
should involve students in activities designed specifically to improve
their connected speech.
b) Expressive devices: native speakers of English change the pitch and
stress of particular parts of utterances, vary volume and speed, and
show by other physical and non-verbal (paralinguistic) means how they
are feeling (especially in face to face interaction). The use of these
devices contributes to the ability to convey meanings.
c) Lexis and grammar: teachers should therefore supply a variety of
phrases for different functions such as agreeing or disagreeing,
expressing surprise, shock, or approval.
d) Negotiation language: effective speaking benefits from the negotiators
language we use to seek clarification and show the structure of what we
are saying. We often need to ask for clarification when we are listening
to someone else talks and it is very crucial for students.
2) Mental/social processing; Success of speaker‟s productivity is also
dependent upon the rapid processing skills that talking necessitates such
as:
a) Language processing: Language processing involves the retrieval of
words and their assembly into syntactically and propositionally
appropriate sequence.
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b) Interacting with others: effective speaking also involves a good deal of

listening, an understanding of how the other participants are feeling,
and knowledge of how linguistically to take turns or allow others to do
so.
c) (On the spot) information processing: quite apart from our response to
other’s feelings, we also need to be able to process the information they
tell us the moment we get it.

2.2.4 Types of Classroom Speaking Performance

There are six categories apply to the kinds of oral production that
students are expected to carry out in the classroom according to Brown (2001:
271-274):
2.2.4.1 Imitative
A very limited portion of classroom speaking time may legitimately be
spent generating “human tape recorder” speech, where, for example, learners
practice an intonation contour or try to pinpoint a certain vowel sound.
Imitation of this kind is carried out not for the purpose of meaningful
interaction, but for focusing on some particular element of language form.
2.2.4.2 Intensive
Intensive speaking goes one step beyon imitative to include any
speaking performance that is designed to practice some phonological or
grammatical aspect of language. Intensive speaking can be self-initiated or it
can even form part of some pair activity, where learners are “going over”
certain forms of language.
2.2.4.3 Responsive
A good deal of student speech in the classroom is responsive; short
replies to teacher or student-initiated questions or comments.
2.2.4.4 Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive language.
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2.2.4.5 Interpersonal (dialogue)

Interpersonal language carried out more fun the purpose of maintaining
social relationships than for the transmission of facts and information.
2.2.4.6 Extensive (monologue)
Finally students at intermediate to advance levels are called on to give
extended monologues in the form of oral reports, summaries, or short
speeches. Brown (2003:142) also added there are micro- and macroskills of
speaking. The list of speaking skills can be drawn up for the purpose that is
to serve as a taxonomy of skills from which you will select one or several
that will become the objective(s) of an assessment task. The microskills
refer to producing the smaller chunks of language such as phonemes,
morphemes, words, collocations and phrasal units. Then the Macroskills
imply the speaker’s focus on the large elements: fluency, discourse,
function, style, cohesion, nonverbal communication and strategic options.
The micro- and macroskills total roughly 16 different objectives to assess in
speaking.

2.2.5 Principles for Designing Speaking Techniques

Below are the principles for designing speaking techniques according to
Nunan (2003:275):
1) Use techniques that cover the spectrum of learner needs, from language-
based focus on accuracy to message-based focus on interaction, meaning
and fluency.
2) Provide intrinsically motivating techniques.
Teacher should try at all times to students’ ultimate goal and interests,
to their need for knowledge, for status, for achieving competence and
autonomy, and for “being all that they can be”.
3) Encourage the use of authentic language in meaningful contexts.
It is not easy to keep coming up with meaningful interaction. It takes
energy and creativity to device authentic contexts and meaningful
interaction, but the teachers must not give up. It must be done by teachers
to produce competent speakers of English.
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4) Provide appropriate feedback and correction.

It is important for teachers of English as a foreign language to take
advantage of their knowledge of English to inject the kinds of corrective
feedback that are appropriate for the moment because the students are
totally dependent on the teacher for useful linguistic feedback. It is
because “outside” the classroom will not give the students feedback since
English is not spoken in the community.
5) Capitalize on the natural link between speaking and listening.
Many interactive techniques that involve speaking will also of course
include listening. The teachers must be integrated these two skills since
they can reinforce each other. Skills in producing language are often
initiated through comprehension.
6) Give students opportunities to initiate oral communication.
Students must be given opportunities to initiate language since part of
oral communication competence is the ability to initiate conversations, to
nominate topics, to ask questions, to control conversations, and to change
the subject.
7) Encourage the development of speaking strategies.
The concept of strategic competence is one that few beginning language
students are aware of, and have a chance to practice, such strategies as:
asking for clarification, asking someone to repeat something, using fillers
in order to gain time to process, getting someone attention, and etc.

2.2.6 Speaking Activities

There are many activities to promote speaking. As stated by Kayi
(2006: 1-2) inferred from many linguistics on her article in the internet on
Teaching English as A Second Language (TESL) Journal, there are thirteen
activities to promote speaking, which are:
2.2.6.1 Discussion
After a content-based lesson, a discussion can be held for various
reasons. The students may aim to arrive at a conclusion, share ideas about an
event, or find solutions in their discussion groups. Before the discussion, it is
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essential that the purpose of the discussion activity is set by the teacher. In
this way, the discussion points are relevant to this purpose, so that students do
not spend their time chatting with each other about irrelevant things.
2.2.6.2 Role Play
Students pretend they are in various social contexts and have a variety
of social roles. In role-play activities, the teacher gives information to the
learners such as who they are and what they think or feel. Thus, the teacher
can tell the student that "You are David, you go to the doctor and tell him
what happened last night, and." (Harmer, 1984).
2.2.6.3 Simulations
Simulations are very similar to role-plays but what makes simulations
different from role plays is that they are more elaborate. In simulations,
students can bring items to the class to create a realistic environment. For
instance, if a student is acting as a singer, she brings a microphone to sing and
so on.
2.2.6.4 Information Gap
In this activity, students are supposed to be working in pairs. One
student will have the information that other partner does not have and the
partners will share their information. Information gap activities serve many
purposes such as solving a problem or collecting information. Also, each
partner plays an important role because the task cannot be completed if the
partners do not provide the information the others need.
2.2.6.5 Brain Storming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is
effective and learners generate ideas quickly and freely. The good
characteristic of brainstorming is that the students are not criticized for their
ideas so students will be open to sharing new ideas.
2.2.6.6 Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their
classmates. Story telling fosters creative thinking. It also helps students
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express ideas in the format of beginning, development, and ending, including

the characters and setting a story has to have.
2.2.6.7 Interviews
Students can conduct interviews on selected topics with various people.
It is a good idea that the teacher provides a rubric to students so that they
know what type of questions they can ask or what path to follow, but students
should prepare their own interview questions. After interviews, each student
can present his or her study to the class. Moreover, students can interview
each other and "introduce" his or her partner to the class.
2.2.6.8 Story Completion
For this activity, a teacher starts to tell a story, but after a few sentences
he or she stops narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to add from four to
ten sentences. Students can add new characters, events, descriptions and so
on.
2.2.6.9 Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the most
interesting news. Students can also talk about whether they have experienced
anything worth telling their friends in their daily lives before class.
2.2.6.10 Playing Cards
In this game, students should form groups of four. Each suit will
represent a topic. For instance: diamonds represent earning money, hearts
represent love and relationships, spades represent an unforgettable memory,
and card represent best teacher. Each student in a group will choose a card.
Then, each student will write 4-5 questions about that topic to ask the other
people in the group.
2.2.6.11 Picture Narrating
This activity is based on several sequential pictures. Students are asked
to tell the story taking place in the sequential pictures by paying attention to
the criteria provided by the teacher as a rubric. Rubrics can include the
vocabulary or structures they need to use while narrating.
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2.2.6.12 Picture Describing

For this activity students can form groups and each group is given a
different picture. Students discuss the picture with their groups, then a
spokesperson for each group describes the picture to the whole class. This
activity fosters the creativity and imagination of the learners as well as their
public speaking skills.
2.2.6.13 Find the Differences
For this activity students can work in pairs and each couple is given two
different pictures, for example, picture of boys playing football and another
picture of girls playing tennis. Students in pairs discuss the similarities and/or
differences in the pictures.

2.2.7 The Testing of Teaching Speaking

Brown (2003: 3) asserts that test is method of measuring a person’s
ability, knowledge or performance in a given domain. If speaking is tested, it
can encourage the teaching of speaking in classes. Thornbury (2005: 125-
126) mentioned the most commonly used test types as follow:
2.2.7.1 Interview
In conducting the interview, students are called out one by one for their
interview. Interview is relating easy to set up, but the rather formal nature of
interview is hardly conducive to testing more informal, conversational
speaking styles. It is also difficult to eliminate the effects of the interviewers
questioning style.
2.2.7.2 Live Monologues
The candidates prepare and present a short talk on a pre-selected topic.
This eliminates the interviewer effect and provides evidence of the
candidates’ ability to handle an extended turn, which is not always possible in
interviews. Other students can take the role as audiences, a question and
answer stage can be involved. This can provide some evidence of the
speaker’s ability to speak interactively and spontaneously.
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2.2.7.3 Recorded Monologues

Recorder monologues are less stressful than a more public performance
and for informal testing. It is also more practicable in a way that live
monologues are not. Learners can take turns to record themselves talking
about a favorite sport or pastime. The assessment of the recorded tests can be
done after the event and results can be triangulated.
2.2.7.4 Role Plays
Students will be used to doing at least simple role plays in class, so the
same format can be used for testing. The other ‘role’ can be played either by
the tester for another student. The situation in the role play should be better
rounded in everyday reality. However in the role play test the influence of the
interlocutor is hard to control.
On a speaking test, getting the students to say something appropriate is
only half the job. Thornbury (2005:127) stated that two main ways, either
giving it a single score on the basic of an overall impression (called holistic
scoring) or giving a separate score for different aspects of the task (analytic
scoring). In describing the criteria levels of scoring, Hughes (2003: 130)
explains that the descriptions may be holistic or analytic and it was said that it
is possible to use one method as a check on the other. Douglas (2000: 136)
also explains that the rubric speaking is provided both in oral sample
materials given to the candidates before the test and in oral instructions given
by the interlocutor at the time of the test.

2.3 Procedure Text

2.3.1 The Definition of Procedure Text
Procedure text is one of text types or genre. There are many kind of
genre in studying a language, but here the writer focuses on procedure
text. A procedure text itself has meaning a piece of text that gives us
instructions for doing something (Jaya, 2012: 26).
From the definition of a procedure text, it has a social function to
describe how something is accomplished through a sequences of steps or
actions. According to Gerot and Wignell (1992: 206) that, there are some
 26

examples of procedure text are directions, instruction manual, recipes and

itineraries.

2.3.2 The Generic Structure of Procedure Text

According to Jaya (2012: 10) stated that procedure text also has
generic structures, there are as follow:
1. An introduction statement that give the aim or goal.
2. A list at the material that will be needed for completing the
procedure.
3. A sequence of steps in the order they need to be done.

2.3.3 Grammatical Feature of Procedure Text

Knapp and Watkins (2005) state that there are some grammatical
features of procedure such as:
2.3.3.1 Action verbs:
Action verb are used in instruction to represent the process
involved in the completing a task; for example: spread butter on the
bread evenly and put the
other loaf or bread on top.
2.3.3.2 Simple present tense:
Verbs are in the simple present tense to create a sense of
timelessness. They are also stated as imperatives, for example: spread the
better evenly and don’t forget in tomato and cucumber.
2.3.3.3 Adverbs:
Adverbs are often used to qualify verbs and provide extra
information about how a task should be complete, for example: spread
butter on the bread evenly.
2.3.3.4 Temporal connectives:
Temporal connectives are used in procedural instructions to ensure
processes are placed in the correct order of time, for example: First of all,
spread butter on the bread evenly; then, put in the lettuce; finally, put the
other loaf or bread on top.
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2.3.3.5 Conditional connectives:

Conditional connectives are used to provide a premise upon which
a command or statement is based, for example: If you spread the butter
evenly, there won’t be any lump.

2.4 The Effectiveness of Demonstration Method on Students’ Speaking

Skill
Speaking activities and speaking practice in the classroom should
enable students to gain experience for effective oral communication. The
most important feature of classroom activity is to provide an authentic
opportunity for the students to get individual meanings across and utilize
every area of knowledge they have in the second language. They should
have opportunity and be encourage becoming flexible users of their
knowledge, always keeping the communicative goal in mind.
Teaching is relationship or interaction between teacher and the
students in the process of transferring knowledge in order that the students
are able to apply their knowledge in their daily life. In teaching there are
many methods and techniques. It is necessary to state emphatically that no
one method can be seen to be the best rather what determines the method
to adopt including among others, the age of the learner, his ability, time
and circumstance. The teacher is expected to make use of suitable method
in different concepts. Demonstration method has been shown to be
effective with both large and small groups in the process of learning
English, especially in speaking skill. Daluba on her Journal entitled ”Effect
of Demonstration Method of Teaching on Students’ Achievement in
Speaking” (2013) stated that the goals of demonstration method as
follows: to stimulate and sustain students interest in speaking; to enable
students acquire basic knowledge and practical skills. The above
objectives can only be attainable through effective instruction and
motivation of students by teachers of. And according to Waldren and
Adams on his article (2009), to make demonstration effective in either
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teacher demonstration or teacher/student demonstration, the following

criteria are essential:
1. Show an audience the importance of a practice or procedure;
2. Convince an audience of its value;
3. Create in the audience the desire to put the same practice or procedure
to use.
Here the teacher does whatever the learners are expected to do at the
end of the lesson by showing them how to do it and explaining the step-by-
step process to them. The effective use and application of demonstration
methods in accordance with the procedures so that teaching and learning to
speak, teachers and students can achieve the goals. According to
Achounye (2002), demonstration approach is a practical method of
teaching. It involves showing, doing and telling something. Hence, the
teacher needs to display the steps in the process and explain them
accurately and clearly, while students are expected to practice by repeating
the things the teacher has done.
In order to improve speaking achievements, both students and
teacher should work together to perform a communiative and creative
class. Good efforts such as making well-prepared lesson plan and
providing appropriate media for the teaching and learning process can help
students study speaking effectively. According to Hornby (1995:10), the
word ‘achivement’ means a thing done successfully, especially with effort
and skill. Achievement in writing can be reached by making a good effort
in the teaching and learning process. It is clear that in teaching speaking,
the teacher should make every effort in the classroom by providing a good
lesson plan and media so that students’ speaking achievement can be
improved.