The nature of Speaking
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.
Stage 3: Identifying the learning objectives In this step, after setting the goals and topics, the researcher formulates the
general purposes and continues to make the indicators for each material designed.
Stage 4: Selecting the teaching-learning activities and instructional resources In this step, the researcher chooses appropriate learning activities based on
the theories from Kemp and Yalden and which will be crosschecked with the data collected after distributing the pre-design need survey, the result from
interviewing the English teacher of the school, and the researcher ‟s observation
during the teaching learning process. The selection of the teaching-learning activities and instructional resources are based on the stud
ent‟s characteristics and needs. The researcher determines the most efficient and effective method and
select suitable materials so that the students can accomplish the objectives.
Stage 5: Selecting and developing the syllabus type In this step, after knowing the learner‟s characteristics, formulating the
goals and the topic, making the general purposes, and selecting teaching-learning activities, the researcher selects the appropriate syllabus type for the designed
materials. The selection of the syllabus type will consider the lea rners‟ needs and
the kind of teaching-learning activities. In this study, the researcher uses functional syllabus as the appropriate one to teach speaking in extracurricular
English Club at SMP Kanisius Pakem Yogyakarta. By using functional syllabus, it