d. The Curriculum Development and Leaning Task
Curriculum is sometimes misinterpreted as syllabus. However, these two terms are different. Syllabus refers to “the selecting and
grading of content” Nunan, 1988: 21. Meanwhile, curriculum refers to “all aspects of planning, implementing, evaluating, and managing an
educational program” Nunan, 1988: 21. Richards, Platt, and Weber as quoted by Nunan define curriculum as:
Curriculum as an educational program which sets out: a
the educational purpose of the program the ends b
the content, teaching procedures and learning experiences which will be necessary to achieve this purpose the means
c some means for assessing whether or not the educational ends
have been achieved Nunan, 1988: 21
In communicative curriculum, means and ends are related to each other. The “content and learning experiences including
communicative task are developed in tandem and in which tasks can suggest content and vice versa.” Nunan describes the
relationship in the figure An Integrated Approach to Curriculum Development 1988: 22.
--- Content Goals
--- Evaluation
---- Tasks
Figure 4: An Integrated Approach to Curriculum Development Nunan, 1988: 22
The course for the personnel of Kaban Group Shop will also be conducted by using communicative tasks and will be taught
in communicative ways. Hopefully, the learners can learn and practice their speaking skill effectively and happily by using those
strategies.
3. Theories of Teaching Speaking
Speaking is an oral skill which produces systematic verbal utterances in order to covey meaning Bailey, 2003: 48. Learners use
language to speak up their mind.
a. Principles of Teaching Speaking
There are five principles that need to be understood before teaching speaking. Bailey explains the principles as follow 2003: 53-
56. 1 Be aware of the differences between second language and foreign
language learning contexts. A foreign language context takes place when the target
language is not the language of communication in the society, e.g. learning English in Indonesia.
A second language context takes place where when the target language is the language of communication of the society,
e.g. learning English in Australia. 2 Give students practice with both fluency and accuracy
3 Teacher needs to allow the learners to practice their English with fluency and accuracy. In this case, they are allowed to make
mistakes in order to find out their ability to communicate. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4 Provide chances for students to talk by limiting the teacher’s talk. 5 Group work and pair work provides opportunities for students to
practice their speaking. 6 Plan speaking tasks that involve negotiation for meaning
7 Negotiation of meaning takes place when students practice speaking because by speaking they try to understand each other.
8 Prepare speaking guidance and practice in both transactional and interactional speaking.
9 Interactional speech is communicating with someone for social context; meanwhile, transactional speech is communicating to get
something done including the exchange of goods andor service. Speaking activities must cover both transactional and interactional
purposes because students use the language for both purposes.
b. Classroom Techniques and Tasks
There are some techniques and tasks that can be used to teach speaking Bailey, 2003: 56-58.
1 Information gap It is an activity where someone has information which the others do
not have. Then hey share the information using the target language. 2 Jigsaw activity
It is bidirectional or multidirectional information gap where each person in a pair or group has some information the other persons
need. Then they share the information using target language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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