Communicative Language Teaching and The Postmethod Condition

who can participate satisfactorily in everyday situations that demand oral work. Luoma 2004 stated, speaking as spoken language is used as interaction and as a social and situation-based activity. Nowadays, people are expected to speak English fluently. That is why advancing speaking proficiency cannot be separated from the idea of teaching how to communicate. According to Rivers 1968: 160-163, in teaching skill, there are four things to be considered: 1 The teaching of speaking skill is more demanding on the teacher than the teaching of any other language skill. 2 The teacher needs to give the students many opportunities to practice the speaking skill. 3 It is necessary for the teacher to have clear understanding of the processes involved in speech. 4 In the teaching of the speaking skill, we are engaged in two processes: forging an instrument and giving students guided practice in its use. In teaching speaking, teachers have many techniques that are frequently used. They are conversation, guessing things, getting information, sharing, and group work experiences. These techniques will allow students to participate in speaking activity. Technique also should concern about effective aspect of the students and have some relevance to interesting topics. In teaching speaking, both accuracy and fluency are needed. Nunan, 2003. “Accuracy is the extent to which the students‟ speech matches what people actually say when they use the target language.” Nunan, 2003: 55. On the other hand, “fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc” Nunan, 2003: 55. The principles of speaking help teachers to set the track for teaching and learning activities. Since speaking is active and productive skill which ends at the fluency of the students, teachers need to pay attention much on students‟ speaking activities. Each students has different peaking proficiency so that teachers need to help learners in any way that motivates them to work with the language Richards and Rodgers, 2001.

B. Theoretical Framework

The researcher employed some theories to address the two research problems, namely 1. How is a set of speaking materials based on Communicative Language Teaching for the extracurricular English Club Students of SMP Kanisius Pakem Yogyakarta designed; and 2. What does the designed set of speaking materials look like? First, the researcher combined the two models of instructional design suggested by Kemp 1977 and Yalden 1983 discussed previously in the Review of Related Theories. Afterwards, this framework will be the underlying theories to design the material for extracurricular English Club. The framework consists of seven stages which are considered valid to design speaking instructional materials. The following is the elaboration of each stage. Stage 1: Conducting needs survey In conducting the needs survey, the researcher uses questionnaires and interviews to gather data from respondents who are the students of the extracurricular English Club and the English teacher of SMP Kanisius Pakem Yogyakarta . The collected data is to discover the target needs and the learning needs. The result of this pre- design survey becomes a basis in knowing students‟ characteristics, developing the materials especially for formulating the goal and constructing the syllabus. Stage 2: Formulating goals, topics and general purposes In this step, after needs survey is completed, the researcher sets the goals of the instructional materials. The goal of this study is to help the language learners of extracurricular English Club at SMP Kanisius Pakem to practice English speaking by using Communicative Approach. This program aims to help students in improving their speaking skill in order to prepare them to be able to communicate in a real life communication. This aim is based on the curriculum for junior high school students. Then the researcher decides the topics which are suitable for the students‟ needs and interests. Last, the researcher formulates the objectives that the students are expected to accomplish.