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3 Learning Needs
According to Hutchinson and Waters 1987: 62, it is naive to base a course design simply on the target objective, just as it is naive to think that a
journey can be planned solely in terms of the stating point and the destination. Therefore, it is also important to know and plan about the vehicle in order to
achieve the destination. This vehicle, concerning ESP course design, is called as learning needs.
4 Analyzing Learning Needs
To analyze learning needs, we can refer to these following questions as the framework for analyzing learning needs:
Why are the learners taking the course?
How do the learners learn?
What resources are available?
Who are the learners?
Where will the ESP course take place?
When will the ESP course take place?
Therefore, after knowing what English for Specific Purpose is, the writer needs to know about the theory of teaching speaking.
4. The Theory of Teaching Speaking
In this section, the writer discusses the basic theory of teaching speaking because speaking is the main learning concern of this study. This section consists
of five parts, namely the nature of speaking, the principles for teaching speaking, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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problems with speaking activities, solution to overcome the problems, and types of teaching learning activities.
a. The Nature of Speaking
Nunan 2003: 48 stated that speaking in a new language is harder than reading, writing, or listening for two reasons. First, unlike reading or writing,
speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and revise what
you wish to say, as you can if you are writing. In Language teaching, the four skills are described in terms of their
direction. Language generated by the learner in speech or writing is refferred as productive. Language directed at the learner in reading or listening is called
receptive. Another important idea is the channel, which refers to the medium of the message auraloral or written. Thus, speaking is the productive auraloral
skill. In addition, in order to know the effective speaking activity to maximixe the time, the teachers have to know the principles for teaching speaking.
b. The Principles for Teaching Speaking
According to Kathleen M. Bailey David Nunan, 2003: 54-56, there are five principles for teaching speaking. English teachers must know these
principles. They are described as follows: 1.
Be aware of the differences between second language and foreign language learning contexts.
