17 tasks – discussions, problems, games and so on, which involve learners to use the
language for themselves. Integrating the language skills is a determination of a teacher’s reflection
and systematic planning in developing language teaching and learning. When the language teaching and learning plan is interwoven well, learners can communicate
with others in English. It is not sufficient to make language teaching learning plans without
knowing the nature of teaching speaking and listening skills. In order to develop the integrated language teaching and learning, the writer has some considerations
about the nature of teaching speaking and listening.
2.1.3.2.1 Teaching Speaking
Nowadays, teaching English is not only focusing on developing grammatical competence of the students. Kang Shumin cited in Richards
Renandya, 2002, p.204 stated that “it is necessary to examine the factors affecting adult learners’ oral communication, components underlying speaking
proficiency, and specific skill or strategies used in communication.” For instance, knowing how the language is used in social context enables the learners to use the
language usages appropriately. It can be said that knowing the rules of language usages is necessary for the learners to speak that language.
Having proficiency in speaking means that learners need to have fluency in communicative skills as well as the culturally acceptable ways of interacting
with others in different situations and relationships. Reflecting the use of the linguistic system and the functional aspects of communication which consist of
18 grammatical competence, discourse competence, sociolinguistic competence and
strategic competence is the effective way for the learners. It shows that the learners are able to communicate with others by having the abilities underlying
speaking proficiency. Hymes 1971, cited in Richards Renandya, 2002, p.206
2.1.3.2.2 Teaching Listening
The role of listening comprehension in second language acquisition can be very powerful by implementing the appropriate approaches to teaching listening
skills. Understanding input at the right level is the fundamental requirement to speaking. So the appropriate approaches to teaching listening skills need to be
developed since it is the most important skill for language input in learning. According to Nunan, the two methods - bottom-up and top-down
processing models are good to be applied in teaching listening. The bottom-up processing is a data-driven process. In this method, the listener’s comprehension
happens to the extent that they are successful in decoding the spoken text. While the top-down processing engages the listeners’ prior knowledge, expectations,
inferences, and intentions in actively constructing meaning. There is standard format for the teaching of listening. John Field
developed relative format for the listening lesson which involves three steps in a listening activity: pre-listening, listening and post-listening. This three-step
listening activity can be designed by using the two methods: Bottom-up and Top- down processing listening models.
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2.2 Theoretical Framework
