20 Other types of activities or tasks which can be applied in speaking class
were stated by Richard 2001: 162 as cited by Nunan 2004: 58-59. The activities are:
1 Jigsaw
In this activity, the students are involved to combine the different piece of information in order to form the whole information.
2 Information-Gap
In this activity, the students can work in group. One student has a piece of information and another student in the group also has another piece of
information. Then, they have to discuss and find out what the other part’s information in order to complete the activity.
3 Problem-solving
In problem-solving, students are given a problem and a set of information. They should discuss the problem in order to find the solutions of the problem.
4 Decision-making
In decision-making, students can work in group and they will be given a problem and some possible solutions. Here, the students must choose one
solutions through negotiation and discussion. 5
Opinion exchange In opinion exchange activity, students discuss about a topic given by the
teacher and they exchange ideas and opinions. In this activity, the students do not need to reach agreement.
21 From the description above, the writer conclude that in designing the
materials, there are three aspects which should be noticed by the designer, they are the nature of speaking, principles of teaching speaking and types of activities
used in the teaching learning. In teaching speaking skill, the teachers should choose activities which can encourage the students to speak English. The
activities chosen also should consider the principles of teaching speaking. The activities should also give wide opportunities for the students to practice speaking
English. Those activities above can be used in teaching spoken English. The activities which are useful in Task-Based Language Teaching are 1 Acting from
Scripts, 2 Communication Games, 3 Discussion, 4 Simulation and Role play
3. School Based Curriculum Vocational High School
This part discusses about the School Based Curriculum, the aim of English for Vocational High School and the syllabus of the novice level tenth grade
students.
a. School-Based Curriculum of Vocational High School
Kurikulum Tingkat Satuan Pendidikan KTSP or School Based Curriculum is a part and a development of the 2004 Curriculum. According to
Muslich 2007:10, KTSP is an operational curriculum which is designed and applied in each school. It means that each school has different indicators based on
the condition of its students. Each school has an authority to formulate the different indicators for the students.
22
b. The aims of English for Vocational High School
In KTSP, it is said that English Subject for Vocational High School is aimed to make the students posses the ability of:
1. Mastering knowledge and basic skills of English to support the achievement
of Skill Program Competence. 2.
Applying the mastery of the English ability and skills to communicate by using spoken or written language in the level of intermediate.
c. The scopes of English Subject
Based on the School-Based Curriculum, the scopes of English subject are: 1.
English communication basic level novice tenth grade 2.
English communication basic level elementary eleventh grade 3.
English communication basic level intermediate. twentieth grade
d. Syllabus of novice level
Here are the standard of competence and basic competences of novice levels:
The Standard of competence of novice level is English Communication on the level of novice
The Basic Competences of novice level are: 1.
Understanding any basic expressions in social interaction for life purposes 2.
Mentioning objectsthings, people, characteristics, times, days, months and years.
23 3.
Describing objectsthings, people, characteristics, times, days, months and years.
4. Producing simple utterances for basic functions
5. Explaining any activity being done
6. Understanding memo and menu, schedule of travel, and traffic signs
7. Understanding words, foreign terms and simple sentences by applying
learned formula 8.
Writing simple invitation letters The writer concludes that School Based Curriculum has a special
characteristic. Every school has the opportunity to formulate the indicators based on the condition of its school. School Based Curriculum provides standard
competence and basic competences as the basic for formulating the indicators. The material designed should be based on the standard competence and basic
competence of the School-Based Curriculum.
2. Task-Based Language Teaching
There have
been many
researchers who define and explain about task-
based language teaching. Nunan 2004: 4 stated that “a pedagogical task is a piece of classroom works that involves learners in comprehending, manipulating,
producing or interacting in the target language”. Task can facilitate the learners in order to do the activities in the classroom. According to Nunan 2003: 24, Task-
Based Language Teaching is an approach to design language courses of which the point of departure is not an ordered list linguistic items, but a collection tasks. In
