4
However, this method also regards error as the process of learning because English is foreign language for the learners. Error might happen in the
fluency activity, but instructors should note the error in the accuracy activity. Instructors could write the errors on the board and discuss it with the whole class.
Another alternative to revise the learners’ error is to revise them in the end of the lesson in order to keep learners’ confident. Instructors should consider carefully
when they revised learners’ error, otherwise it would affect learners’ confident Larsen-Freeman, 2004: 132.
In relation to the study, having good foreign language acquisition was needed by the teachers because they involved directly to the teaching and learning
process. Considering that teachers should be able to speak, the speaking material was designed to meet their needs of communication with foreign language. In
addition, the material was designed by using communicative language teaching which emphasized on the function of language as communication. It was also
learners’ centered in which teachers were only facilitator in learning process. The method was applied through the material and the learning activities.
B. Problem Formulation
This thesis aims to answer two questions. 1.
How is a speaking material for immersion teachers of Grade X 20102011 at SMA N 2 Klaten by using Communicative Language Teaching designed?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2. What does the speaking material for immersion teachers of Grade X
20102011 at SMA N 2 Klaten by using Communicative Language Teaching look like?
C. Problem Limitation
The writer limited the problem in four limitations. First, it focuses on designing speaking material for immersion teachers of Grade X 20102011 at
SMA N 2 Klaten. Second, it uses communicative language teaching which emphasized in speaking and enabled teachers to use the functional meaning of the
language LarsenFreeman, 2004. Third, the target of this speaking material is for immersion teachers of Grade X 20102011 at SMA N 2 Klaten. Since they are
immersion teachers, they need to learn English skills, especially speaking. Fourth, the curriculum used is based on their needs. There is no curriculum about
immersion teachers’ education, so the writer did need analysis to find the suitable curriculum for them. Finally, the speaking material enabled the teachers to teach
the students in English.
D. Research Objectives
By considering the problems which have been formulated in the problem formulation then there are two objectives which become the goals for this study.
First, this study presents how the speaking material for immersion teachers of Grade X 20102011 at SMA N 2 Klaten by using communicative language
teaching is designed. Second, it also tries to present the design of speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
material for immersion teachers of Grade X 20102011 at SMA N 2 Klaten by using communicative language teaching.
E. Research Benefits
This design of a speaking material is expected to help immersion class teachers in using English for teaching and learning activity easily. It was a good
program which can improve the quality of education in Indonesia. However, it is difficult to support the program if there is no good human resource. This program
demands on teachers’ ability on second language acquisition. Therefore, they need to learn English through simple and useful
material which based on the right method. Communicative language teaching is used in the material because it
emphasized on the function of language as communication. They need speaking material because they will use it to communicate with the students.
Finally, the writer expects that it can help other researchers to support information for their research.
F. Definition of Terms
