TEACHING SPEAKING USING TEXT SANGKURIANG Nugraha Krisdiyanta Abstract Teaching speaking is a way to force students to speak.

In order to make them speak, teachers sometimes use literature. However, the literature should be simple and understandable. Besides, it should be controversial. Basically, the material should be interesting. The more interesting the material, the more students are stimulated to speak. Besides the material, the teacher also plays an important role. The teacher should provide time to the students to speak. Many times teachers are not aware of the purpose of teaching speaking. They tend to dominate the conversation. To make an interesting teaching learning activity, there are at least two steps that the teacher should do. These two steps are before teaching and during teaching. Before-teaching process covers the activities done to select and to prepare the material while during-teaching process is the way how the teacher conduct the teaching learning activities. Key words: speaking, teaching learning activities. A. Introduction Teaching skills, especially speaking, is challenging. It needs creativity in preparing and conducting the teaching learning activity. One of challenging things in teaching speaking is preparing the material. There are, actually, a lot of materials to be taken as the means of teaching speaking. One of the materials is a literature text. Indeed the text can be taken as the source of teaching speaking. People often think that literature can only be used as the material for teaching reading. However, it can be. Of course, there are some steps to make the literature text a good material for teaching speaking. However, not all literature texts can be used as teaching-speaking material. One of the literature texts which the writer thinks can be used as the teaching-speaking material is the legend of Sangkuriang. There must be, of course, some adjustments and rearrangements made to suit the students capability. The adjustments and rearrangements can be divided into at least two big steps. The two big steps are before-teaching process and during-teaching process. Those processes often determine the teaching learning process. This paper tries to elaborate those two steps in order to make an interesting teaching learning process using text the legend of Sangkuriang or it will be called as Sangkuriang only. B. Theoretical Framework Some people say that reading a text or story is just for spending their leisure time. They can enjoy themselves by reading story. In fact, we can gain not only the enjoyment, but also the moral teaching the story has. We can also use it as a source of teaching learning activities. Sandra McKay in Brumfit and Carter says that literature has benefit in English class. Literature can be:

useful in developing linguistic knowledge, both on a usage level and a use level. Secondly to the extent that students enjoy reading literature, it may increase their motivation to interact with a text, and thus ultimately increase their reading proficiency. Finally, an examination of a foreign culture through literature may increase their understanding of that culture and perhaps spur their own imaginative writing. (1986: 193) Literature, as stated by McKay, can develop the language usage. It focuses on the grammatical items that are used in the text (in Brumfit and Carter, 1986: 191-192). Literature provides cultural differences to the readers. The students who read literature can understand other cultures. They can produce their understanding about their own culture contrasted with the other cultures orally as well as in written. Thus, literature can be used to teach writing and speaking. Lazar, to stress that literature can be used to teach speaking states that: literature provides wonderful source material for eliciting strong emotional responses from our students. Using literature in the classroom is a fruitful way of involving the learner as a whole person, and provides excellent opportunities for the learners to express their personal opinions, reactions and feelings (1993: 3). However, there must be some procedures to make use of literature in teaching speaking. Below are the general procedures of making use of literature as a material in teaching speaking. 1. The teacher selects the material. The teacher should choose which material for which students. When he/she gives the material to the students, he or she should think whether the vocabulary of the material is understandable by the students. 2. The teacher rewrites the text (and makes adjustments if necessary) In order to give the understandable text to the students, the teacher should rewrite the text. If necessary, the teacher makes some simplification. During simplifying the text, the teacher should pay attention to the disadvantages of simplifying the text as McKay states in Brumfit and Carter: There are, however, serious disadvantages to using this approach. As Honeyfield (1977: 434-435) points out, simplification tends to produce a homogenized product in which the information becomes diluted. The additional words in the text tend to spread the information out, rather than to localize the information. Furthermore, the simplification of syntax may reduce cohesion and readability (1986: 193). It would be better if the teacher chooses the simple and readable material for the students so it is not necessary to simplify the text. 3. The teacher composes instructions and questions of the text When composing the text, the teacher should realize whether the text is aesthetic or efferent (McKay in Brumfit and Carter, 1986: 198). The aesthetic means that the reader concerns with what happens during the actual reading. It makes the reader have a relationship with the text (1986: 195). The efferent means that the reader obtains some information from the text (1986: 195). 4. The teacher conducts teaching learning activities .

C. Teaching Speaking The aim of teaching speaking is to stimulate the students to speak. Therefore, the teacher should give the students the opportunity to speak. It is not easy since in fact the teacher tends to dominate the conversation and does not allow the students to speak. One important thing which can stimulate the students to speak is the material. The more interesting the material is, the more students are stimulated to speak. Thus, the teacher should be careful to select the material for teaching speaking. There are some considerations for teaching speaking especially concerning the material. First, the topic must be up to date. An up-to-date topic may interest students to speak. Second, the topic must cover the students knowledge. Third, the topic should be controversial. Fourth, a funny or tragic topic may interest the students. Sangkuriang fits some of those considerations. It covers students knowledge. Most Indonesian students know the legend of Sangkuriang. It can be up-dated by the teacher. Sangkuriang provides interesting topics. One of them is the topic in which Sangkuriang, because of his love, does anything to get his love. He does not care even if the woman he loves is his mother. In during-teaching process, there are two alternatives to conduct the teaching learning activities. The first is that the teacher assumes that the students have not known the story of Sangkuriang. The second is that the students already know how the story is all about. For the first assumption, it cannot be denied that the process of teaching learning activity includes reading activity since all students do not know the story of Sangkuriang. That is why in the class, the process of reading should also be considered. Those processes are pre-reading, while reading and post reading. 1. Pre-reading activity In this process, the teacher helps the students to get to know and understand the story of the legendary Sangkuriang. He/she has to be able to attract the students interest on the story. He/she can distribute the story which is already adjusted. There are some ways to create students interest in the story. Some of the ways are: asking students to predict the story based on the title asking students to predict the story based on the first paragraph making groups discussion about what the title of the story suggests selecting words or phrases from the story and asking the students to predict what the story is all about based on the words or phrases given 2. While reading activity In this process, the teacher should try to make the students understand the plot and the character. By giving questions about the story to discuss, the teacher can maintain students understanding towards the story, the students can know who and what Sangkuriang is. 3. Post reading activity Here, the teacher helps the students make an interpretation towards the story. The teacher can provide general questions to debate. The teacher can also ask the students to give opinion about the characters or plot in the story of Sangkuriang. He/she also helps students see the point of view of the story. Above all, he/she has to help students speak or express their feeling or interpretation in a way of speech.

The second assumption leads to the post reading activity as above. It neglects the pre-reading and while reading activities. It is because the teacher assumes that the students have already known the story. Therefore, there are procedures which are applied in the classroom which do not include the pre-reading and while reading activities. This step, or we can call it the post reading activity since we assume that the students have already read the story before, provides some procedures to do. They are as follows. 1. The teacher divides students into some groups 2. The teacher distributes some papers containing interesting cases from the story of Sangkuriang 3. The teacher asks the students to observe the cases 4. The teacher asks the students to state their opinion about the cases 5. The teacher asks the students to describe their experiences which are almost the same as the case story The cases can be seen in the appendix. D. Concluding Remarks Sangkuriang as a folklore from West Java provides many interesting topics to explore. Instead of its interestingness, it is also controversial since Sangkuriang wanted to get married with his own mother. As a text, Sangkuriang can also be used to teach speaking skill more easily than foreign texts can. However, the preparation and the way of the teacher in conducting the teaching learning activities also play an important role. The teaching learning activities will not work well if the teacher cannot prepare the material by modifying it.

Bibliography Brumfit, Christopher, and Ronald Carter. (1986). Literature and Language Teaching. London: Oxford University Press. Elisa, Dwi. (2000). Sangkuriang. Album Koleksi Prangko. Jakarta: Gramedia. Lazar, Gillian. (1993). Literature and Language Teaching. A Guide for Teachers and Trainers. Cambridge: Cambridge University Press.

Appendix A. Text for students who have not known the legend of Sangkuriang Sangkuriang The story begins in the jungle of the Kingdom of Pajajaran, where a woman named Dayang Sumbi has given birth to a son. The boy was handsome and his mother named him Sangkuriang. Time passed and Sangkuriang became an adult. He was very agile and a good hunter. Si Tumang always accompanied Sangkuriang whenever he went hunting. He always brought the spoils of the hunt back to be cooked.

One day, Sangkuriang spotted a wild pig in the forest. Actually, the boar was his grandmother, Celeng Wayungyang. Si Tumang realized this and he tried to prevent Sangkuriang from shooting the pig. Sangkuriang trapped over Si Tumang and the boar escaped. This made Sangkuriang very angry. Sangkuriang was furious with Si Tumang, and he decided to kill Si Tumang instead of the pig. He had not caught any animals that day. He took a knife and cut out Si Tumangs heart and hurried home. He gave his mother the heart to be cooked. Dayang Sumbi was greatly shocked when she realized that Si Tumangs heart was not that of a deer. She took a big wooden spoon and went to Sangkuriang, she was very angry with him. Begone, rebellious son! You do not know how to return a kindness! Si Tumang has looked after you since childhood! How dare you kill him and eat his heart! Dayang Sumbi struck Sangkuriang with the spoon again and again. The last blow tore his head, which began to bleed. Sangkuriang fled into the forest, cradling his bleeding head. He climbed up and over the mountain. He was very scared. He had never seen his mother so angry. Sangkuriang disappeared as if he had been swallowed by the earth. Nothing was heard of him. Time passed. One day a young man came to see Dayang Sumbi who has specialty in curing sick persons. He asked for treatment. Every day, he came for treatment until his sickness was almost better. He began to fall in love with Dayang Sumbi. He said to her, Dayang Sumbi, you are so beautiful, will you marry me? Dayang Sumbi did not want to hurt his feeling then she said, Oh, I am too old for you, young man. I am old enough to be your mother. He did not believe it. Then Dayang Sumbi said, What is your mothers name? He said, I dont know. All I can remember is being frightened and running away as hard as I could until I passed out. Then a robber cared my wound on my forehead and adopted me as his son. Let me look at your head Dayang Sumbi was surprised when she recognized the scar on his head as a blow made by her big wooden spoon. The young man did not believe that he was her son. Dayang Sumbi explained that she looked young because of her herbal medicine. Since Sangkuriang did not believe, then Dayang Sumbi gave him to impossible conditions for marriage. First, she asked him to make a lake by damming the Citarum river. Second, she asked him to build a large boat for their house. And both of the tasks must be completed before cocks crow. Sangkuriang, helped by many ghosts and spirits, almost completed his task. Knowing this, Dayang Sumbi searched for a way to stop him. She prayed and suddenly the dark sky became as bright as the dawn and the roosters began to crow. Dayang Sumbi went up to Sangkuriang. Sangkuriang, your time is up, you must give up now! Sangkuriang was furious. Now he would not able to marry Dayang Sumbi! And he was so angry that he kicked the almost-finished boat with all his might. The boat flew far into the air and landed upside down in the mountains. In West Java, this legend is believed to be the origin of Tangkuban Perahu Mountain. The story of Sangkuriang has been carved in relief on the walls of the crater of Tangkuban Perahu.

B. For students who know the legend of Sangkuriang Here is the example of teaching of speaking using text Sangkuriang. Below are the example of cased to motivate students to speak. You have neighbours, a widow with her son. You know that they are in love though they are mother and son. What are you going to do to your such a neighbour?

You are Sangkuriang and you fall in love with Dayang Sumbi, your mother. You really love her. You prefer dying to leaving her. What are you going to do?

You are given a supernatural power. You your head Your mother hit can do anything you want including making with a solid thing. You find it a hurtwoman/man to be your and you start bleeding. couple. What are you going to What are you going to do? Are do with your power? Are you you going to hit back going to be an evil or an your mother? Are you just angel? crying? State your opinion.

Teaching learning activities: 1. The teacher divides the students into groups of three or four. 2. The teacher distributes the texts consisting of cases to students; one group one case. 3. The teacher asks the students to express their opinions about the case they have in-groups. 4. The teacher asks the students to report their group discussion to other groups.

BIODATA Nugraha Krisdiyanta, born in Yogyakarta on 21 December 1973, graduated from English Education Program Sanata Dharma University Yogyakarta in 2001. Then, he continued his study on English Language Study at the same University and graduated in 2004. Now, he is teaching at STBA LIA Yogyakarta.