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Learning, but also implement this principles in the classroom learning activities. The teachers can modify and add some interesting speaking
activities to improve the students ‟ speaking skill.
3. English Teachers candidates The designed materials can be used as the resources to learn about how to
teach speaking communicatively and meaningfully, so they can apply it in their future class.
4. Other researchers The results of this research can be used as a reference for other researchers to
conduct a similar study but in different focus discussion. The concept of Contextual Teaching and Learning is appropriate to develop the materials
since this approach has some benefits to the students. 5. Material developers.
The result of the designed materials can be used as a resource and reference for the development of English materials especially in speaking. The material
produced in this research can be combined with other English skills as needed.
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CHAPTER II LITERATURE REVIEW
A. Theoretical Review
1. SPEAKING
a. The Nature of Speaking
Speaking of language is a means of communication. Speaking is so complex, because it includes many aspects such as grammar, pronunciation, fluency and
vocabularies. According to Nunan 2003: 48, speaking is a productive auraloral skill. It involves the production of verbal utterance to grasp meaning. Bygate states as
cited by Louma 2004:104, the speacial features of speaking results from two sets of condition under which people speak: processing and reciprocity. Processing means
that speaking involving action which simultaneously happens. Reciprocity means what a speaker says according to what his or her listener‟s reaction. On the other
words, the speaker has to adapt and pay attention to his or her listener.
In this study, speaking means the students‟ capability to deliver and apply their knowledge in real context communicatively in form of speech production.
Speaking is expected to be used by the students in their practical needs and daily activities.
b. Teaching Speaking
Harmer 2007:123 says that teaching speaking provides opportunities for reherseal give both teacher and students feedback and motivate students because of
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their engaging qualities. According to Goh and Burns 2012:23, second language learners who attend school or tertiary institution where teaching is conducted in the
target language can engage effectively in the discourse of an academic environment if they have good speaking abilities. It means that the students who come to learn
English effectively in an academic institution will reach the academic standart with a good achievement.
Goh and Burns 2012:32 add speaking also directly benefits learners because it can facilitate second language acquisition. In this case, teacher has the role of
giving the students feedback so they can improve their second language acquisition effectively. From the statement, we can conclude that feedback engages students to
improve their speaking skill effectively. This speaking material is expected to improve the speaking production from the students, so that they will be able to use
words and phrases fluently in appropriate real life context.
c. The Techniques in Teaching Speaking
There are some activities that can be used to encourage students to speak more and to give them understanding about speaking as an important skill. Those activities
can be used to facilitate the students to practice and improve their speaking skill. The followings are activities in teaching speaking :
1 Role–plays Students have to act and speak as a different person or new character in this activity.
This activity encourages students to develop their perception, creativity and imagination.
