16 3
Recycling: the students run into target language items. 4
Active learning: the students learn using the language they learn actively. 5
Integration: the teacher should teach the relationship between linguistics form, communicative function and semantics meaning.
6 Reproduction to creation: the students should be encouraged to move from
reproductive to creative language use. 7
Reflection: the teacher should add a reflective element and give the learners opportunities to reflect on what they have learned.
B. Theoretical Framework
This part discusses the correlation between the theories and the study. In designing the activities that provide the students opportunities to speak, the writer
has to understand the principle of teaching speaking and task-based language teaching. The writer will combine the speaking activities that are proposed by
Harmer 2001 with the task-based language teaching that is proposed by Nunan 2004. However, the writer w
ill not use all of Harmer’s speaking activities. The speaking activities used in this study are acting from the script, communication
games, discussion, prepared talks, questionnaires and role-play. The speaking activities will be combined together with Nu
nan’s steps developing units of works. The steps are schema building, controlled practice, authentic listening
practice, focus on linguistic element, provide freer practice and introduce the pedagogical tasks.
In developing the materials, this study adapts Dick and Carey instructional design model. The steps that the writer uses are identify instructional goals,
17 conduct instructional analysis, analyze learners and context, write performance
objective, develop instructional strategy, develop and select instructional material, and design and conduct formative evaluation of instruction. Since this study
focuses in designing the speaking materials, the writer omits design and conduct summative evaluation step.
