Teaching teacher is not the main source of knowledge. Students must be very active in finding knowledge. Interaction and communication among students
are emphasized in this approach. The learners are expected to interact primarily with each other rather than with the teacher. They are also required
to be active in the classroom Richard and Rodgers, 1986: 78.
e. The role of Instructional Material
The instructional materials should help the learners the learners in achieving the objective of the program. The materials should encourage the
learners to be inventive and creative. Materials have the primarily role in promoting communicative language use. According to Richards and Rodgers
1986: 79 here are three kinds of materials used in CLT, namely: 1.
Text-Based Materials These kinds of materials are based on the text. The examples of text-
based materials are visual clues, pictures and sentence fragments. These materials help the teacher to initiate conversation.
2. Task-Based Materials
These refer as variety of games, role plays and task-based communication have to be prepared in order to support Communicative
Language Teaching classes. The materials are in the form of one-of-a kind items such as exercise handbooks, cue cards, activity cards, pair-
communication practice materials and student-interaction practice booklets.
3. Realia Realia is authentic materials of the ones which taken from real life.
The realia might include language based realia, such as signs, magazines, newspaper, graphics and tables. The teacher also suggested using visual
sources around which communicative activities can be built such as maps, pictures, photographs and symbols.
4. Speaking Skill
The writer would like to design a set of English speaking materials for tourist guides in Agrowisata Turi. This part will discuss about the basic theory of speaking
skill.
The Nature of Speaking
Brown and Yule as quoted by Nunan 1989:26-27 began their discussion with the nature of speaking by distinguishing spoken and written language. Written
language is characterized by well-formed sentences that are integrated into highly structured paragraph. Spoken language, on the other hand, consists of short, often
fragmentary utterances, in range of pronunciations. It is skill that generally has to be learned and practiced.
Further they suggest that the teachers who are concerned with teaching the spoken language must confront the following type of questions to be considered:
1. What is the appropriate form of spoken language to teach?
2. What is reasonable model if it is considered from pronunciation point of view?
3. Consider from teaching structure point of view, is it alright to teach the spoken
language as it were exactly like the written language but with a few “spoken expression” thrown in?
4. Is it appropriate to teach the same structures to all foreign language learners, no
matter what their age are or their institutions in learning the spoken language? 5.
Are those structures described in standard grammars, the structure which our learners should be expected to produce when they speak English?
6. How is it possible to give learners any short of meaningful practice in producing
spoken language? Brown and Yule, 1983: 3
The Process of Speaking
Rivers 1968: 158 states that learning a foreign language is more than learning a description of it. Instead the process of speaking and listening is involved.
Banathy 1976: 24 states that the objective of the speaking a foreign language is at the end of the course the learners will be able to speak the target
language in communicative events by speaking to native speaker of the language or to a person who has a better command of the language than heshe has. The learner
of a target language will be trained in such a way so that he will be able to produce communication with the native or persons with better command than heshe has.
Teaching Speaking
Teaching speaking skill cannot be separated from the idea of teaching communicative ability. Communicative ability is the production of specifies ability
