29
Table 2.1 The Competence Standard and the Basic Competence of School-Based Curriculum 2006 Bahan Pelatihan KTSP, 2006: 309-311
Competence Standard Basic Competence
Listening Comprehend short monologue text in
the form of narrative in a daily life context.
Respond to short spoken monologue in the form of narrative which includes
language functions accurately and fluently in daily life context.
Speaking Express short monologue text in the
form of narrative in a daily life context. Express the meaning of short
monologue spoken texts in the form of narrative accurately and fluently in
daily life context.
Reading Comprehend short essay text in the
form of narrative and access knowledge in a daily life context.
Respond to the meaning and the rhetorical steps in written essays
accurately and fluently to access knowledge in a daily life context.
Writing Express written essay text in the form
of narrative in a daily life context. Express the meaning and the rhetorical
steps in written essays accurately and fluently to access knowledge in a daily
life context.
6. Theory of Teaching Speaking
a. The Nature of Speaking
Speaking is one way for students to communicate. Through speaking the students can understand the information delivered to them. According to Nunan
1989, speaking is usually done by two or more speakers, facing each other and paying attention and responding to what is said rather than how correctly it is said.
Therefore, speaking emphasizes on relation between giving and gaining. Bailey 1994, as cited by Nunan 2003: 32, says that there are two reasons why many
people feel that speaking in a new language is harder than reading, writing, or
30 listening. The fist reason is speaking happens at real time in which the person you are
talking to is waiting for you to speak. The second reason is when you speak, you cannot edit or revise what you wish to say, as you can if you are writing.
b. Teaching Speaking
Paulstron and Bruder 1976: 56 state that teaching speaking cannot be separated from the idea of teaching communicative ability. Communicative ability is
the production of speakers’ ability to communicate the target language. The important thing for the teacher is to give the learners more opportunities to practice
their speaking skill by providing more communicative activities which put them into the real practice of communication.
c. Problems in Teaching Speaking
The difficulty faced by the teacher in general is that students are not able to speak. It is important to distinguish between students who are unable to practice to
speak and the students who unwilling to learn to speak Gaudart, 1992: 51. However, in some cases, who are labeled as unwilling to speak are actually unable to
speak. Therefore, the students must be taught the elementary rudiment before more difficult task like free conversation.
However, sometimes the students are reluctant to speak because of other factors:
1 Students are too shy and afraid, don’t have confidence and feels that his not
going to be able to do well. Lubis, 1988: 13 and 16; Gaudart, 1992: 52.
31 2
The student has adjusted a passive role during the manipulative phase of language learning and is unprepared for the active role for demanded in
conversation practice Gaudart, 1992: 51. 3
The aims and objectives which are not suitable with the students’ level can be not challenging and uninteresting, which make students bored Gaudart, 1992: 52 or
difficult for them to achieve. The other problem in teaching speaking is the use of mother-tongue. Learners
tend to use their mother-tongue, because it is easier than using the target language. They feel unnatural to speak to one another in a foreign language Bygate, 1987:
121. There are some helps to overcome these problems, such as using group work,
basing the activities on easy language, making a careful topic of choice of topics and tasks to stimulate interest, giving some instructions or training in discussions and
keeping the learners speaking in target language Bygate, 1987: 121-122.
d. The Techniques in Teaching Speaking
